Galilee College
Business Communications
Course No. ENG 341
Galilee Corporate Centre • Joe Farrington Road
P.O. Box EE 16507 - Nassau, Bahamas –
Tel. (242)324-9466/7 Fax (242)364-8202
Email: galilee@coralwave.com
www.gcollege.org
Galilee College
Course Outline
COURSE NUMBER:
ENG 341 COURSE TITLE: Business Correspondence
DEPARTMENT: ENGLISH
COURSE DURATION: 1 SEMESTER
PREREQUISITES
CREDIT VALUE: 3.0
DATE PREPARED: July 2008
ENG 211, Public Speaking
PROGRAM COORDINATOR _________________________________
REQUIRED TEXTS:
Guffey, Mary Ellen. Business Communication: Process & Product. 4th Ed.
Mason, OH: Southwestern
SUPPLEMENTAL MATERIALS
As directed by the instructor.
COURSE DESCRIPTION
The purpose of this course is to examine the wide variety of business
correspondence as it is used in today's business community. Some of the areas
studied are: The Business Letter, The Formal and Informal Business Report,
Influential and Explicit Communication, dictation and oral communication.
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to learn to think
clearly and appropriately about how to communicate in the business world. Each
student will learn to initiate and to respond to business communication.
Students will be able to:
o
o
o
o
o
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Understand the principles and theories involved in constructing
business correspondence.
Improve upon research skills.
Document sources within a paper and in a bibliography.
Improve upon writing skills (Grammar, spelling, MLA format, etc...)
Master editing and revision skills
Design, research, and write and effective memo, paper,
presentation, resume, and other business correspondence.
Program Context:
This course is a second or third year course.
2
Course Learning Outcomes:
Learning outcomes identify the knowledge, skills and attitudes that successful
students will have developed and reliably demonstrated as a result of the learning
experiences and evaluations during this course.
Evaluation Strategies and Grading:
Class Attendance
Full participation and attendance is expected for this course. Students who miss a
class are responsible for any information discussed, assigned or distributed in that
class period.
Grade Distribution - The semester's grade distribution will be figured on the 3
unit exams, the final exam, homework, and a term paper as follows:
ASSIGNMENTS
100%
100%
Note that violation of academic honesty can affect the course grade.
"Cheating" on an exam (i.e., the giving or receiving of aid) will result in a
course grade of "F."
Note that classroom behavior (for example, talking to other students during
lecture) can negatively affect course grades by as much as three letter
grades, e.g., an "A" can become a "D."
GRADING SYSTEM:
A 94% 100% Excellent
B 87% 93% Good
C 75% 86% Average
4.00
3.00
2.00
D 68% - 74% Passed 1.00
F 0% - 67% Failed 0.00
COVERAGE
Chapter 1 Notes -- Communicating Successfully in an Organization
Chapter 2 Notes -- Understanding Business Communication
Chapter 3 Notes -- Communicating Interculturally
Chapter 4 Notes -- Communicating Through Technology
Chapter 5 Notes -- Planning Business Messages
Chapter 6 Notes -- Composing Business Messages
Chapter 7 Notes -- Revising Business Messages
Chapter 8 Notes -- Writing Direct Requests
Chapter 9 Notes -- Writing Routine, Good-News, and Goodwill Messages
Chapter 10 Notes -- Writing Bad-News Messages
Chapter 11 Notes -- Writing Persuasive Messages
Chapter 12 Notes -- Writing Short Reports
Chapter 13 Notes -- Planning Long Reports
Chapter 14 Notes -- Completing Formal Reports and Proposals
Chapter 15 Notes -- Writing Resumes and Application Letters
Chapter 16 Notes -- Interviewing for Employment and Following Up
Business Correspondence
Contents
3
Chapter 1 Notes -- Communicating Successfully in an Organization
Chapter 2 Notes -- Understanding Business Communication
Chapter 3 Notes -- Communicating Interculturally
Chapter 4 Notes -- Communicating Through Technology
Chapter 5 Notes -- Planning Business Messages
Chapter 6 Notes -- Composing Business Messages
Chapter 7 Notes -- Revising Business Messages
Chapter 8 Notes -- Writing Direct Requests
Chapter 9 Notes -- Writing Routine, Good-News, and Goodwill Messages
Chapter 10 Notes -- Writing Bad-News Messages
Chapter 11 Notes -- Writing Persuasive Messages
Chapter 12 Notes -- Writing Short Reports
Chapter 13 Notes -- Planning Long Reports
Chapter 14 Notes -- Completing Formal Reports and Proposals
Chapter 15 Notes -- Writing Resumes and Application Letters
Chapter 16 Notes -- Interviewing for Employment and Following Up
CHAPTER 1--COMMUNICATING SUCCESSFULLY IN AN ORGANIZATION
4
COMMUNICATION, BUSINESS, AND YOU
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Communication skills help students obtain jobs and succeed in their careers
Individual employees act as links in the communication chain, transmitting messages to
and from the outside world and up and down the organization.
the manager's essential function is to collect and disseminate information.
INTERNAL COMMUNICATION
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Each organization has its own communication requirements and methods for exchanging
information.
Formal communication channels are defined by the official chain of command and govern
the flow of information up, dow, and across the organization.
Messages may become distorted as they travel up and down the organization; the bigger
the company, the bigger the problem.
Flat structures are less susceptible to distortion than tall structures.
Downward information flow: from upper to lower levels of the hierarchy; permits
management to direct activities of employees.
Upward information flow: from lower to upper levels; enables management to monitor
performance and obtain ideas.
Employees are inclined to suppress bad news
"Going through the channels" can be awkward for employees; some companies create
alternative transmission lines from lower to higher levels.
Horizontal information flow: from department to department, peer to peer; enables
employees to do their jobs efficiently.
Amount of horizontal flow depends on degree of cross-functional interaction required by
the organization.
"Grapevine" supplements formal channels:
o Contains mix of business and personal messages
o Contains mix of facts, assumptions, opinions
o Enables organization to function more efficiently
Successful managers use the grapevine to keep in touch.
Fluid nature of grapevine contrasts with relatively rigid structure of formal channels.
EXTERNAL COMMUNICATION
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Organizations depend on communication with customers, suppliers, competitors,
investors, government officials, community representatives.
Two types of external communication: formal and informal.
Marketing is a type of formal communication aimed at selling goods and services.
Another type of formal communication, public relations deals more broadly with
establishing the organization's reputation.
the reaction to a crisis can profoundly affect a company's future.
One of the main functions of public relations people is to anticipate problems and outline
steps for dealing with them.
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Individual employees make informal contacts with outsiders: receptionists present a
distinct image to customers, lower-level employees pick up bits of information helpful to the
organization, and top managers encounter colleagues, competitors, suppliers, and so forth
with whom they regularly exchange information.
CHARACTERISTICS OF EFFECTIVE ORGANIZATIONAL COMMUNICATION
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Corporate culture determines the degree to which management (1) encourages honesty
and debate and (2) shares information with employees.
Three distinct management styles are associated with various communication climates:
o Theory X: Workers are viewed as lacking motivation, requiring control through
fear; closed communication climate.
o Theory Y: Workers are viewed as motivated and responsible, deserving
encouragement and support; open communication climate.
o Theory Z: Workers are viewed as part of a family or team; open communication
climate.
Employees prefer to work for companies that are ethical in their communication practices;
that is, companies that are trustworthy, fair, and impartial in their dealings with people.
Conflicting loyalties may pose ethical dilemmas for business communicators, whereas an
ethical lapse is choosing an unethical or illegal action.
o Legal considerations: first priority is to obey the law
Avoid questions or comments that discriminate against people on the
basis of gender, age, race, or religion
Avoid making false or misleading statements about products
Remember that comments, letters, and reports can be used as evidence
in court
o When the law does not apply, consider the moral implications of the message:
 The legality
 The balance of good and harm
 The way the decision makes you feel
 The way the decision works in the real world
 the effect the message will have on people outside the company,
supervisors, employees, and co-workers
So many communication situations are neither black nor white. Business people
occasionally find themselves forced to choose between several alternatives that are a
muddy shade of gray. when handling these ethical dilemmas, people face conflicting
loyalties and difficult trade-offs between principles and practicalities. Often such dilemmas
arise when organizations and individuals feel pressure to meet the competition, increase
profits, or adhere to the "party line."
Intercultural communication is crucial both abroad and at home.
Culture determines our perceptions, customs, and social conventions.
Understanding, using, and adapting to technology is crucial to successful business
communication.
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Audience-centered approach is the best way to communicate effectively, openly, and
ethically.
Many organizations are awash in a sea of paper. The solution:
o Reduce the number of messages
o Make instructions clearer
o Delegate responsibility
o Train writers and speakers
How to improve:
o Assess strengths and weaknesses
o Set goals
o Practice
CHAPTER 2--UNDERSTANDING BUSINESS CORRESPONDENCE
7
THE BASIC FORMS OF COMMUNICATION
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Nonverbal communication is less structured and more spontaneous than verbal
communication.
Nonverbal communication is important because it (1) has more impact than verbal
communication, (2) is considered a more accurate and reliable indicator of meaning than
words, and (3) conveys information quickly and efficiently.
Six varieties of nonverbal behavior:
o Facial expressions and eye behavior
o Gestures and postures
o Vocal characteristics
o Personal appearance
o Touching behavior
o Use of time and space
Men and women use and interpret nonverbal communication differently.
Verbal communication is the use of words arranged according to rules of grammar.
Although business people tend to rely more heavily on oral than written communication,
some things need to be put in writing.
Using multiple channels (both written and spoken) gives your message maximum impact.
People spend more time receiving information than transmitting it.
the listening/reading process requires the ability to register, interpret, evaluate, sort, and
store information.
THE PROCESS OF COMMUNICATION
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Communication process:
1. Sender has idea
2. Idea becomes message (encoding)
3. Message is transmitted
4. Receiver gets message (decoding)
5. Receiver reacts and sends feedback
communication is a dynamic process that can be interrupted before it really begins.
Problems include
o Trouble selecting the right amount and type of material
o Lack of information about the purpose of the message and the audience's needs
o Lack of skill in using language
Communication barriers between people include
o Individual perceptions of reality
o Incomplete or overzealous screening or abbreviating of information before passing
it on
o Word choice and interpretation
o Lack of attention on the receiver's part
o Negative reactions to message content or sender-receiver relationship
o Individual life experiences
Communication barriers within organizations include
o Too much information
o Individual conflicts about content as well as difficulty with dry or technical material
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Divided audience attention
Unwillingness to give and receive bad news
Inability to build trust
Formal restrictions on who may communicate with whom
Lack of media richness
Directive or authoritarian corporate structure
Illegal or unethical messages
Unnecessary messages
Bad connections, acoustics, copy, and so forth
HOW TO IMPROVE COMMUNICATION
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Five qualities of good communicators:
o Perception
o Precision
o Credibility
o Control
o Congeniality
Six steps to creating effective messages:
1. Think about purpose; analyze audience's background and needs
2. Tell audience what to expect; preview contents.
3. Use concrete, specific language; pin down general concepts with memorable,
graphic words.
4. Stick to the point; weed out unnecessary information, but develop each idea
adequately.
5. Connect new information to existing ideas to help audience sort, store, and accept
message.
6. Emphasize and review key points: allocate the most space to the most vital ideas;
use graphics, format, and body language to highlight main ideas; and summarize
major sections.
To minimize noise:
o Choose the communication channel and medium most likely to attract attention.
o Tailor messages for the reader's convenience.
o Remove environmental distractions.
o Reduce the number of links in the communication chain.
Feedback is vital but can be disruptive in some situations, so
o Think about how and when you want to obtain feedback.
o Choose the channel and medium accordingly.
o Encourage honest feedback.
o Ask questions to draw out the audience's reaction.
o Listen with an open mind.
o Avoid defensive reactions.
o Revise message and try again if audience doesn't understand.
CHAPTER 3--COMMUNICATING INTERCULTURALLY
9
BASICS OF INTERCULTURAL BUSINESS COMMUNICATION
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Culture: a shared system of symbols, beliefs, attitudes, values, expectations, and norms of
behavior.
Subcultures: cultural groups that exist within a major culture
An individual belongs to many subcultures: ethnic, religious, social, professional, and son
on.
Cultural differences that can affect communication:
o Social values
o Roles and status
o Decision-making customs
o Concepts of time
o Concepts of personal space
o Cultural context
o Body language
o Social behavior and manners
o Legal and ethical behavior
Social values involve:
o Attitudes toward material success
o Attitudes toward efficiency
o Attitudes toward progress
Culture dictates who you may communicate with and your concept of status.
Decision-making customs differ in process and authority.
Culture dictates the way you perceive and use time.
Personal comfort zones are dictated by culture.
Cultural context may be high (when people rely less on verbal communication and more on
nonverbal and environmental cues) or low (when people rely heavily on verbal
communication rather than nonverbal or environmental cues).
three ways body language can cause misunderstandings:
o People may misread intentional signal.
o People may overlook signal entirely.
o People may assume that meaningless gesture is significant.
Etiquette may be formal or informal:
o Formal etiquette is a learned, conscious set of rules (how to hold chopsticks); you
don't necessarily expect outsiders to know all rules, so you excuse some
mistakes.
o Informal etiquette consists of subtle customs, acquired through experience and
observation (when it is okay to touch someone); stranger's failure to conform to
informal customs makes "natives" uncomfortable, although they may not know
why.
From culture to culture, what is considered ethical (and even legal) may change.
Language barriers arise even when others speak English:
o In English-speaking countries, problems are slight, arising from minor differences
in vocabulary and pronunciation.
o When people use English as their second language, some misunderstandings
arise, but basic message usually gets through.
When others speak no English, you have three options:
10
Learn their language (time consuming, impractical for short trips).
Use intermediary or translator.
Teach other person to speak your language (may make sense for group of foreign
employees)
How most U.S. companies that do business abroad handle written communication:
o Write most letters, memos, and reports in English.
o Translate such items as advertisements, warranties, repair manuals, product
labels, and some internal documents.
Problems in handling oral communication may arise from differences in pronunciation,
differences in inflection or volume, and confusion over idiomatic expressions.
When speaking to someone who uses English as second language:
o Try to eliminate "noise."
o Look for feedback.
o Rephrase when necessary.
o Don't talk down to person.
o Use objective, accurate language.
o Let other person finish his or her remarks
Problems arising from ethnocentric reactions:
o Assuming others will react as we do makes us overlook possibility that we will be
misunderstood.
o Tendency to judge all other groups by our own standards makes us more likely to
misunderstand others.
o Stereotypes blind us to individual's unique characteristics.
o
o
o
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TIPS FOR COMMUNICATING WITH PEOPLE FROM OTHER CULTURES
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Two approaches to developing intercultural communication skills:
o Learn as much as possible about specific culture.
o Learn general skills that are useful when interacting with people from a variety of
cultures or subcultures.
Don't expect to understand another culture completely.
General skills for intercultural communication:
o Take responsibility for communication
o Withhold judgment
o Show respect
o Empathize
o Tolerate ambiguity
o Look beyond superficial
o Be patient and persistent
o Recognize your own cultural biases
o Be flexible
o Emphasize common ground
o Send clear messages
o Take risks
o Increase your cultural sensitivity
o Deal with individual
o Learn when to be direct
11
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If you learn about your counterparts' culture before you start to negotiate, you will be better
equipped to understand their approach to negotiation, their tolerance for open
disagreement, and their problem-solving techniques.
Tips for writing letters:
o Write in your own language (and use a professional translator if necessary).
o Rely on specific terms and concrete examples.
o Avoid slang, jargon, and buzz words.
o Rely on short, simple sentences.
o Keep paragraphs short.
o Emphasize transitions.
o Employ relatively formal tone.
o Be tolerant of other styles in letters you receive.
Handling oral communication:
o Be alert to other person's customs.
o Consider unintentional meanings that may be read into your message.
o Listen carefully and patiently.
o Be aware that you may misread other person's body language.
o Adapt your style to other person's.
o Confirm that you both agree on outcome of communication.
o Follow up with letter or memo if appropriate.
CHAPTER 3--COMMUNICATING INTERCULTURALLY
BASICS OF INTERCULTURAL BUSINESS COMMUNICATION
12
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
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










Culture: a shared system of symbols, beliefs, attitudes, values, expectations, and norms of
behavior.
Subcultures: cultural groups that exist within a major culture
An individual belongs to many subcultures: ethnic, religious, social, professional, and son
on.
Cultural differences that can affect communication:
o Social values
o Roles and status
o Decision-making customs
o Concepts of time
o Concepts of personal space
o Cultural context
o Body language
o Social behavior and manners
o Legal and ethical behavior
Social values involve:
o Attitudes toward material success
o Attitudes toward efficiency
o Attitudes toward progress
Culture dictates who you may communicate with and your concept of status.
Decision-making customs differ in process and authority.
Culture dictates the way you perceive and use time.
Personal comfort zones are dictated by culture.
Cultural context may be high (when people rely less on verbal communication and more on
nonverbal and environmental cues) or low (when people rely heavily on verbal
communication rather than nonverbal or environmental cues).
three ways body language can cause misunderstandings:
o People may misread intentional signal.
o People may overlook signal entirely.
o People may assume that meaningless gesture is significant.
Etiquette may be formal or informal:
o Formal etiquette is a learned, conscious set of rules (how to hold chopsticks); you
don't necessarily expect outsiders to know all rules, so you excuse some
mistakes.
o Informal etiquette consists of subtle customs, acquired through experience and
observation (when it is okay to touch someone); stranger's failure to conform to
informal customs makes "natives" uncomfortable, although they may not know
why.
From culture to culture, what is considered ethical (and even legal) may change.
Language barriers arise even when others speak English:
o In English-speaking countries, problems are slight, arising from minor differences
in vocabulary and pronunciation.
o When people use English as their second language, some misunderstandings
arise, but basic message usually gets through.
When others speak no English, you have three options:
o Learn their language (time consuming, impractical for short trips).
o Use intermediary or translator.
13
Teach other person to speak your language (may make sense for group of foreign
employees)
How most U.S. companies that do business abroad handle written communication:
o Write most letters, memos, and reports in English.
o Translate such items as advertisements, warranties, repair manuals, product
labels, and some internal documents.
Problems in handling oral communication may arise from differences in pronunciation,
differences in inflection or volume, and confusion over idiomatic expressions.
When speaking to someone who uses English as second language:
o Try to eliminate "noise."
o Look for feedback.
o Rephrase when necessary.
o Don't talk down to person.
o Use objective, accurate language.
o Let other person finish his or her remarks
Problems arising from ethnocentric reactions:
o Assuming others will react as we do makes us overlook possibility that we will be
misunderstood.
o Tendency to judge all other groups by our own standards makes us more likely to
misunderstand others.
o Stereotypes blind us to individual's unique characteristics.
o




TIPS FOR COMMUNICATING WITH PEOPLE FROM OTHER CULTURES



Two approaches to developing intercultural communication skills:
o Learn as much as possible about specific culture.
o Learn general skills that are useful when interacting with people from a variety of
cultures or subcultures.
Don't expect to understand another culture completely.
General skills for intercultural communication:
o Take responsibility for communication
o Withhold judgment
o Show respect
o Empathize
o Tolerate ambiguity
o Look beyond superficial
o Be patient and persistent
o Recognize your own cultural biases
o Be flexible
o Emphasize common ground
o Send clear messages
o Take risks
o Increase your cultural sensitivity
o Deal with individual
o Learn when to be direct
14



If you learn about your counterparts' culture before you start to negotiate, you will be better
equipped to understand their approach to negotiation, their tolerance for open
disagreement, and their problem-solving techniques.
Tips for writing letters:
o Write in your own language (and use a professional translator if necessary).
o Rely on specific terms and concrete examples.
o Avoid slang, jargon, and buzz words.
o Rely on short, simple sentences.
o Keep paragraphs short.
o Emphasize transitions.
o Employ relatively formal tone.
o Be tolerant of other styles in letters you receive.
Handling oral communication:
o Be alert to other person's customs.
o Consider unintentional meanings that may be read into your message.
o Listen carefully and patiently.
o Be aware that you may misread other person's body language.
o Adapt your style to other person's.
o Confirm that you both agree on outcome of communication.
o Follow up with letter or memo if appropriate.
CHAPTER 4--COMMUNICATING THROUGH TECHNOLOGY
TECHNOLOGY AND THE NEW WORLD OF BUSINESS COMMUNICATION
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The choices you make as a communicator today are more complicated.
When choosing communication technology, consider
o Audience expectations
o Time and cost
o Nature of the message
o Presentation needs
TECHNOLOGY IN WRITTEN COMMUNICATION
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Word-Processing software is the most common tool for creating printed documents.
Desktop publishing (DTP) software computerizes the process of assembling finished
pages.
when planning documents, you can use technology to
o Research your audience and your content (via databases, statistical analysis
software, and CD-ROM information sources).
o Outline your document.
When composing documents, you can use technology to
o Enter text (via keyboarding, pen-based computers, voice recognition systems,
dictation systems, and scanning).
o Add graphics and sound.
When revising documents, you can use technology to
o Cut and insert material.
o Search for and replace text.
o Generate supporting elements (such as notes, indexes, tables of contents.
o Print documents.
o Distribute documents (using such tools as mail merge and fax machines)
Technology helps you create electronic documents usch as e-mail, documents that are
created, transmitted, and read entirely on computer.
E-mail networks can be set up within an office, across the country, or around the world.
E-mail has changed the style of business communication
o By opening new channels of communication inside the organization.
o By being an informal communication channel.
o By encouraging people to drop their inhibitions and speak out.
TECHNOLOGY IN ORAL COMMUNICATION
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Technology helps you improve oral communication between individuals (via telephone
tools such as call management systems, PBS systems, pagers, and voice mail).
Technology helps you improve oral communication between groups (via teleconferencing,
overhead transparancies, 35-mm slides, computer-driven presentation, and group decision
support systems.
HOW TECHNOLOGY IS CHANGING COMMUNICATION
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Technology both positively and negatively affects
o Information flow
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Communication ease
Organizational structure
Profits
People with no access to technology
Pressure levels on people to perform
Technology adds complexity, costs a lot, and is only as good as the person using it.
o
o
o
o
o
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CHAPTER 5--PLANNING BUSINESS MESSAGES
UNDERSTANDING THE COMPOSITION PROCESS
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The composition process varies in the order and the duration of stages.
Three categories in the composition process:
Process
Planning
Items
Define purpose
Analyze audience
Establish main idea
Select channel and medium
Composing
Organize message
Formulate message
Revising
Edit message
Rewrite message
Produce message
Proof message
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Because composition is often a team effort, with different people handling different stages,
collaborative writing is an important influence on the composition process.
Scheduling also affects the composition process (try allotting half of the time for planning,
less than a quarter for composing, and more than a quarter for revising).
DEFINING YOUR PURPOSE
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The purpose guides many decisions about a message, including
o whether sending the message is worthwhile.
o whether the message addresses the audience's needs.
o what to include and exclude.
o what channel and medium to use.
Common general purposes of business messages: to inform, persuade, or collaborate.
Specific purpose: what the audience should think or do after considering the message.
Multiple purposes are acceptable as long as they are compatible:
o Establish clear priorities, with one major purpose.
o Subordinate personal goals to business goals.
To test the purpose, ask these questions:
o Is the purpose realistic?
o Is this the right time?
o Is the right person delivering the message?
o Is the purpose acceptable to the organization?
ANALYZING YOUR AUDIENCE
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Develop your audience's profile so that you can tailor your message to fit your audience:
o Choose a channel and medium geared to size and composition of the group.
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Slant the message to appeal to the audience's common interests.
Include something for everyone.
Identify key members of the audience and design the message around their needs
and interests.
o Anticipate the audience's reaction; adjust the style and organization accordingly.
o Gear information to the audience's level of understanding.
o Consider your relationship with the audience; you'll need to
1. build credibility with an unfamiliar audience,
2. compensate for the audience's preconceptions about you, and
3. adopt a style appropriate to your status.
The audience has three types of needs: informational, motivational, practical.
To tell people what they need to know in terms that are meaningful to them (to satisfy their
informational needs):
1. Find out what the audience wants to know by asking specific questions and
determining the audience's priorities.
2. Anticipate unstated questions; provide something extra.
3. Provide all the required information: who, what, when, where, why, and how.
4. Check accuracy by ascertaining that commitments are achievable and by doublechecking facts, figures, and assumptions.
5. Emphasize ideas of greatest interest to the audience.
To make a message as appealing as possible (to satisfy motivational needs):
o Appeal to reason.
o Appeal to emotions.
To make a message as convenient as possible (to satisfy practical needs):
o Be aware that business audiences are pressed for time and face many
interruptions.
o Be brief.
o Make the message easy to follow.
o
o
o
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ESTABLISHING THE MAIN IDEA
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Main idea: central point that sums up the message; theme; "hook," as in advertising.
Difference between topic and main idea:
o Topic is the broad subject of the message.
o Main idea makes a statement about the subject and motivates the audience to
accept your point of view.
P rewriting techniques for identifying the main idea:
o Storyteller's tour: two-minute narrative about the message.
o Random list: list of points, analyzed for relationships.
o FCR worksheet: findings, conclusions, recommendations.
o Journalistic approach: who, what, where, when, why, and how.
o Question-and-answer chain: answers to all of the audience's possible questions,
from general to specific.
The main idea must be geared to constraints on length; it takes time to explain complex
ideas, establish credibility, and overcome resistance.
Stick to three or four major points to support the main idea, developed in more or less
detail depending on
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o
o
o
o
nature of the subject.
audience's familiarity with the topic.
audience's receptivity.
your credibility.
SELECTING THE APPROPRIATE CHANNEL AND MEDIUM
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The choice of channel and medium is affected by the
o nature and purpose of the message,
o the location of the audience,
o the need for speed, and
o the formality of the situation.
The channel and the medium affect how the message is formulated and perceived.
Three basic channels: oral, written, and electronic.
Oral communications permits immediate feedback and is therefore good for dealing with
questions, making group decisions, presenting controversial information.
Forms of oral communication include unplanned conversations, telephone calls,
interviews, small group meetings, seminars, workshops, training programs, formal
speeches, and presentations.
Size of audience determines amount of interaction and level of formality.
Written communication gives the writer a chance to plan and control the message and is
therefore good when information is complex, documentation is required, audience is large
and dispersed, or feedback is required.
The most common forms of written business messages are letters, memos, reports, and
proposals:
o Memos and letters are relatively brief documents, memos internal and letters
external.
o Reports and proposals (factual, objective documents for internal or external
audiences) are generally longer and more formal than letters and memos.
Electronic communication affords the communicator speed, overcomes time-zone barriers,
and reaches a widely dispersed audience personally.
Electronic communication includes voice mail, teleconferencing, videotape, fax, e-mail,
and computer conferencing.
CHAPTER 6--COMPOSING BUSINESS MESSAGES
ORGANIZING YOUR MESSAGE
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Four common organizational problems:
o taking too long to get to the point
o including irrelevant material
o getting ideas mixed up
o leaving out necessary information
Hallmarks of good organization:
o subject and purpose are clear
o all material is related to subject and purpose
o ideas are grouped and presented in a logical way
o all necessary information is included
Importance of good organization:
o helps audience identify main points and comprehend information.
o helps audience accept the message, which is more clear and more credible.
o saves audience's time by eliminating unnecessary information and putting
information in logical order.
o simplifies communicator's job by speeding up the composition process and
facilitating collaboration.
HOW GOOD ORGANIZATION IS ACHIEVED
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Organization is a two-step process:
1. define and group ideas, and
2. establish sequence with organizational patterns.
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reduces tendency to ramble.
helps writer achieve proper order and emphasis.
clarifies transitions.
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traditional alphanumeric format
schematic organization chart (hierarchy of ideas, based on company organization chart
format)
1. Define the main idea: what the audience should do or think after absorbing the message
and why they should do it or think it.
2. State four or fewer major points.
3. Identify supporting points, translating general concepts into tangible facts and figures.
Purpose determines organization:
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For informational messages, follow the natural order suggested by your subject (such as
activities to be performed, functional units, spatial or chronological relationships, or parts of
the whole).
For persuasive or collaborative messages, use logical order based on reasons.
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Provide more details for complex, unfamiliar subjects and skeptical audiences.
Use fewer details for routine, familiar subjects and receptive audiences.
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d interest:
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Facts and figures: statistical evidence
Narration: chronological story
Description: word picture of person, place, or thing
Example: typical case that illustrates point
References to authority: quotations or informed opinions
Visual aids: graphs, charts, or tables
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Direct (deductive) approach: main idea presented first.
Indirect (inductive) approach: evidence precedes statement of main idea.
choice of organizational approach depends on the audience's probable reaction:
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Use direct approach for receptive audiences.
Use indirect approach for resistant audiences.
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Direct requests use a straightforward approach because the audience will be willing to
comply:
1. Begin with the request or main idea,
2. Provide necessary details, and
3. Close with a statement of the desired action.
Routine, good-news, and goodwill messages emphasize the positive because the
audience will be neutral or pleased by information:
1. Begin with the main idea or good news,
2. Provide necessary details, and
3. Close with reference to the good news or positive comment.
Bad-news messages cushion the blow when the audience will be displeased:
1. Begin with a neutral buffer,
2. Justify the negative point with evidence,
3. State the bad news in positive terms, and
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4. Close cordially.
Persuasive messages provide motivational incentives when the audience is unwilling to
comply or uninterested in the message:
1. Begin with an attention-getter,
2. Build interest by describing the general idea,
3. Explain benefits to create desire, and
4. Request action.
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order of importance.
sequential order.
chronological order.
spatial order.
geographical order.
categorical order.
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If audience is receptive, organize around conclusions and recommendations.
If audience is skeptical or hostile, organize around the reasons your point of view is
correct.
FORMULATING YOUR MESSAGE
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Focus on getting ideas on paper; revise later.
Use tools and techniques that facilitate the revision process.
Difference between style and tone:
o Style: the way words are used to create effects.
o Tone: the overall effect; the result of style.
Tips for achieving the right style and tone:
o Strive for a businesslike tone: objective, rational, efficient.
o Use the "you" attitude; present the message from the audience's point of view.
o Emphasize the positive.
o Establish credibility.
o Be polite.
o Project the company's image.
To achieve a businesslike tone:
o Avoid being too familiar or folksy.
o Watch the use of humor.
o Avoid obvious flattery.
o Avoid preaching or bragging.
o Be yourself.
How to achieve the "you" attitude:
o Substitute you and yours for I, me, mine, we, us,and our.
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Don't use too many pronouns; focus on conveying genuine empathy.
Avoid the use of you in a judgmental, blaming context.
Emphasizing the positive means
o Calling attention to bright side of things.
o Focusing on opportunities for improvement, not on mistakes or problems.
o Pointing out benefits from the audience's standpoint.
o Substituting euphemisms for offensive terms without resorting to double-talk.
Be polite, especially in written messages.
o Be tactful and restrained when expressing yourself.
o Do extra little thins, like sending birthday cards.
o Be prompt in handling correspondence.
To project the company's image, adopt the style that is favored by the organization.
To establish credibility (which is particularly important when dealing with strangers):
o Emphasize points in common (such as similar occupations).
o Present credentials in an unboastful way.
o Mention credible references.
o Support ideas with facts.
o Avoid exaggeration.
o Avoid insincere compliments.
o Avoid false modesty and hesitant phrasing.
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CHAPTER 7--REVISING BUSINESS MESSAGES
EDITING YOUR MESSAGE
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Three steps in the editing process;
1. Evaluate content and organization.
2. Evaluate style and readability.
3. Assess word choice.
When editing for content and organization, check the
o order of points
o mix of general and specific
o balance among points
o emphasis
o quality and quantity of evidence
o irrelevant information
o quality of introduction and conclusion
When editing for style and readability, check the
o tone
o interest level
o clarity and readability
Fog Index: readability formula based on sentence length and word length.
Other aspects of readability:
o sentence structure
o order and flow of ideas
o paragraph construction
o transitions
o appearance of text
Two goals when assessing word choice: correct usage and effective style.
Plain English is a way of writing so that your audience can understand your meaning.
the focus on plain-english laws has resulted in clearer contracts, credit application forms,
and insurance policies.
Two types of words:
o functional words (conjunctions, prepositions, articles, pronouns) and
o content words (nouns, verbs, adjectives, adverbs)
Functional words:
o express relationships.
o have one fixed meaning.
Content words:
o carry meaning of sentence.
o are subject to many interpretations.
o vary in degree of abstraction
Denotative meaning is the literal, dictionary meaning; connotative meaning consists of the
associations and feelings evoked by the word.
Concrete terms:
o anchored in the tangible, material world (for example, chair, table, horse.
o Vivid, clear, exact.
Abstract terms:
o Concepts, qualities, characteristics.
o Necessary part of sophisticated communication.
o Sometimes ambiguous or boring.
Tricks of the wordsmith's trade:
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Use strong words such as verbs and nouns, and use specific terms (pioneer, not
person who led the way to new territory).
o Use familiar words and the vocabulary of the audience (earth, not terrestrial
sphere); avoid cliches (on a roll, cutting edge, alternative lifestyle).
o Rely on short words (making money, not revenue generation).
o Avoid changing verbs into nouns and adjectives with such endings as -ion, -ment,
-ency (Winners will be notified by December 15, not Notification of winners will
occur by December 15).
The goal of bias-free language is to avoid appearing insensitive.
To avoid gender-biased language:
o Don't use man in the broad sense of mankind (workforce, not manpower;
synthetic, not man-made, business person, not businessman.
o Avoid female-gender words (author, not authoress.
o Don't use he to refer to both males and females (The average worker. . . he or
she, not The average worker. . . he.
o Avoid ascribing gender to certain roles (not all nurses are women, not all bosses
are men).
To avoid racial and ethnic bias:
o Eliminate references to stereotypes (poor ghetto black.
o Eliminate racial/cultural labels (Harry Golberg, Jewish lawyer).
Eliminate age references unless relevant (John Marston, not John Marston, a spry
octogenarian).
Downplay references to disabilities; avoid reference entirely; avoid words such as
handicapped, crippled, or retarded; emphasize the person rather than the disability.
o
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REWRITING YOUR MESSAGES
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Sentence: chain of words that expresses a complete thought; includes a subject (noun or
noun equivalent) and predicate (verb or verb phrase).
Three types of sentences:
o Simple: has a single subject and a single predicate (Profits have increased); may
have object and modifiers.
o Compound: expresses two or more independent but related thoughts of equal
importance, joined by and, but, or or (Wage rates have declined, and turnover has
been high).
o complex sentence: expresses one main thought (independent clause) and one or
more subordinate thoughts (dependent clauses) (Although the sales force is
strong, the business depends heavily on advertising to reach consumers).
Use a mix of sentence types for variety; select the type that best fits the thought.
Match sentence style to the audience and the subject.
Keep sentences short--20 words on average--but vary length to make writing interesting.
Keep verbs in active voice (subject before verb), but use passive voice to soften criticism
(The shipment was lost, not You lost the shipment).
Eliminate unnecessary words and phrases, such as
o Legalistic language (on the occasion of).
o Redundancy (visible to the eye).
o Unnecessary relative pronouns (who, that, which).
26
Excessive articles (usually the).
Needless repetition of words.
Double modifiers (modern, up-to-date equipment).
Avoid obsolete or pompous language, including big words, trite phrases, and elaborate
sentences (I will fill the order when I receive more supplies, not Upon procurement of
additional supplies, I will initiate fulfillment of the order).
Avoid gushy, overblown terms (extremely, exceptionally, deeply, importantly).
Divide long, strung-out sentences into two or three shorter sentences.
Avoid hedging words such as seems or may.
Watch out for indefinite pronoun starters such as it and there (Five new employees start
today, not There are five new employees who start today).
Express parallel ideas in parallel form (He came, he saw, he conquered).
Eliminate awkward pointers, even if they save a few words; readers are confused by terms
such as respectively, the former, the latter.
Correct dangling modifiers (Working as fast as possible, the committee completed the
budget, not Working as fast as possible, the budget was soon completed.
Avoid long noun sequences by putting some of the nouns in modifying phrases (The
committee on reducing paperwork will complete its report on Friday, not The paperwork
reduction committee will complete its report on Friday).
Keep words together that work together; too many intervening modifiers are confusing
(instead of writing We will mark down the refrigerator that you ordered last week this
Friday, write This Friday, we will mark down the refrigerator that you ordered last week.
Emphasize key thoughts:
o Give the most space to the most important thoughts.
o Put key thoughts in power positions: the beginning and end of the sentence.
o Make the key thought the subject of the sentence.
Paragraph: a series of sentences related to a single thought.
Paragraphs are indicated
o in oral communication with pauses and inflections.
o in written communication with typographical devices.
Three basic elements of the paragraph:
1. topic sentence,
2. related sentences,
3. transitional elements.
Topic sentence: summary of main idea; usually comes first.
Because related sentences explain the main idea, they must
o all pertain to the main idea.
o be more specific than the topic sentence.
Transitional elements link sentences and paragraphs, and they establish the relationships
among ideas. Transitional elements may take several forms:
o Using connecting words and phrases (and, however, in addition)
o Repeating words or phrases from previous paragraph or sentence (The system
should . . .In reviewing the system. . .)
o Using a pronoun that refers to the antecedent (Ms. Arthur. . .She has . . .)
o Using frequently paired words (minimum, maximum).
Of the five ways to develop a paragraph, the one that is used should reflect the topic,
audience, and purpose of the message:
o
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o
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o
o
o
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Illustration: examples that demonstrate the general idea.
Comparison or contrast: similarities or differences among thought.
Cause and effect: reasons for something.
Classification: division of idea into subcategories.
Problem and solution: what's wrong and how to fix it.
PRODUCING YOUR MESSAGE
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Design elements (such as white space, margins, headings, typefaces, and type styles)
provide visual clues to the importance of various ideas and their relationships.
Design decisions demand attention to
o consistency
o balance
o restraint
o detail
PROOFING YOUR MESSAGE
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Proofing messages for mechanics and format ensures a professional appearance.
Grammar and spell checkers are useful tools as long as writers don't rely on them too
heavily.
CHAPTER 8--WRITING DIRECT REQUESTS
INTERCULTURAL REQUESTS
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Requests are most effective when they follow the customs of the audience.
ORGANIZING DIRECT REQUESTS
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Use the plan for direct requests when the audience is interested and cooperative.
Be tactful.
Follow the direct plan: (1) main idea, (2) details, (3) request for action.
Open with a direct statement of the request or main idea:
o Be specific when stating the scope of the request.
o Explain the overall reason for writing (use a question but without a question mark).
o Save detailed questions for later paragraphs.
Provide justification, explanation, and details in the middle of the message:
o Explain the reason for the request
o Emphasize the benefits of complying with the request
For complex requests, use a series of specific questions in descending order of
importance:
o When requesting several items or answers, use an itemized list.
o Limit questions to those dealing with the main idea.
o Don't use questions for which you can find answers yourself.
o Match the form of the question to the type of information required (yes-or-no
questions for specific information; check-off forms when asking the same question
of many people; open-ended questions for more general requests).
o Avoid leading questions.
o Limit each question to one topic.
Close with a request for specific action:
o Express goodwill.
o Mention time limits.
o Include phone number, office hours, or other information.
o Save thank-you note for later, after the transaction has been completed.
PLACING ORDERS
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Get right to the point; the audience will be interested and cooperative.
Use a mail-order form as a model.
Include necessary details:
o Date; an offer to make a purchase; description of goods (catalog number, quantity,
color, size, price, amount due); delivery and billing address(es); shipping
arrangements; payment details.
Give a detailed description for unusual or nonstandard orders:
o Explain how the item will be used.
o Include drawings.
Keep a copy of the order on file.
REQUESTING ROUTINE INFORMATION AND ACTION
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Any request is an important tool for building a favorable image of the company.
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In requests to company insiders,
o Use memo format.
o Follow direct plan: (1) state purpose, (2) explain and justify request, (3) close with
reminder of request and instructions for complying.
o Use matter-of-fact style.
A typical purpose of a request to another business: to obtain information about products.
When requesting information from other businesses in response to advertisements,
o Fill out and return the response card, if available.
o If not, write a sentence or two requesting information and mentioning where you
saw the advertisement.
o Enclose a handling fee, if required.
for other product inquiries, provide more explanation:
o Describe the request.
o Indicate any reader benefit for replying with the request (generally, possibility of
doing business).
o Make compliance easy.
Typical purposes of requests to customers and other outsiders: to ask for information,
request simple actions, reestablish a relationship.
Requests to customers and other outsiders can often be handled with a short, simple
letter.
When a longer, more detailed approach is necessary:
o Explain the request.
o Break the procedure for complying into steps.
o Justify request, emphasizing benefits to the reader.
o Make compliance easy; include a stamped, preaddressed reply envelope if
customer is an individual.
REQUESTING CLAIMS AND ADJUSTMENTS
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Most companies are happy to honor reasonable claims, because doing so quickly and
cheerfully often saves the most dishonest customer.
Use the direct plan.
Employ a positive, unemotional tone.
Document a claim with photocopies of invoices, receipts, canceled checks, and the like.
Be specific about what you want the company to do, or explain the problem and ask the
company to suggest a remedy.
MAKING ROUTINE CREDIT REQUESTS
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Write to ask for a credit application form.
Credit applications require the name of your company, the length of time in business, the
name of your bank, the addresses of businesses where you have existing accounts, a
financial statement, and a balance sheet.
To obtain commercial credit when placing a first-time order for goods, open with a request
for credit, explain the order, and offer evidence of credit worthiness.
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INQUIRING ABOUT PEOPLE
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Legal liability makes companies reluctant to answer inquiries about people, but some
organizations still ask for references when selecting candidates for jobs, memberships,
awards, and the like.
The purpose of letters requesting a recommendation: to get someone to serve as a
reference for you.
In a letter requesting a recommendation,
o Use direct approach.
o Explain the situation.
o Remind the reader who you are.
o Include a copy of your resume or equivalent description of your qualifications.
o Close with a summary of the request and the details on how to comply.
o Include a stamped, preaddressed envelope to encourage a reply.
In a letter checking on a reference given by a job or credit applicant,
o Use the direct approach.
o Explain the applicant's situation and requirements of the position.
o State why you value the reader's opinion.
o Mention that the request was authorized.
o Do not include a stamped, preaddressed envelope if the request is directed toward
a business.
o Promise to keep the recommendation confidential.
CHAPTER 9--WRITING ROUTINE, GOOD-NEWS, AND GOODWILL MESSAGES
ORGANIZING POSITIVE MESSAGES
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Use the direct approach for this common form of correspondence: (1) main idea, (2)
necessary details, (3) courteous close.
The main idea is the single most important idea, concisely stated.
Necessary details:
o Satisfy reader's information needs.
o Reinforce positive tone.
o Emphasize positive aspects of disappointing news.
Courteous close:
o Summarizes main point.
o Indicates what should happen next.
o Highlights reader benefit.
WRITING POSITIVE REPLIES
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Send a confirmation that an order is being filled when it is a large order, a first order from a
customer, or an order that can't be filled right away.
Order acknowledgments are often handled with standard paragraphs, personalized to fit
the reader.
Order acknowledgments follow the direct plan:
1. Statement that order is being processed.
2. Summary of transaction (delivery and payment details)
3. Selling information (resale and sales promotion) and references to enclosed
brochures or order blanks.
4. Reminder of order benefits and offer of additional services.
Resale information: reassures buyer about purchase.
Sales promotion: alerts buyer to other goods and services.
Replies to requests for information and action.
o Are courteous and prompt.
o Require careful consideration; responses on letterhead are legally binding.
o Can often be handled with form responses.
Two types of requests for information and action:
o Requests from potential customers.
o Requests that do not involve a potential sale.
Three main goals when responding to requests from potential customers:
o Answer customer's questions.
o Encourage sale.
o Create good impression of firm.
Two main goals in responding to those who request information and action not related to a
potential sale:
o Answer individual's questions.
o Create good impression.
RESPONDING FAVORABLY TO CLAIMS AND ADJUSTMENT REQUESTS
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Assume the customer has a legitimate claim, unless
o The same customer repeatedly submits dubious claims.
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The customer is obviously dishonest.
The dollar amount involved is very large.
use the direct approach.
Objectives when answering adjustment requests:
o Repair company's image.
o Regain customer's good will.
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HANDLING ROUTINE CREDIT REQUESTS
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Two types of positive responses to routine credit requests:
o Credit approvals
o Credit references
Credit approvals mark the beginning of a business relationship with a customer, so the
goal is to convey the necessary information while building good will.
Use the direct approach:
1. Open with good news that credit has been approved.
2. Explain credit arrangements using a positive tone.
3. Close by emphasizing the benefits of doing business with the firm (resale
information and sales promotion)
Credit arrangements to be discussed:
o Upper limits of account.
o Billing dates.
o Arrangements for partial payments.
o Discounts for prompt payment.
o Interest charges on unpaid balances.
o Due dates.
Avoid legal problems when providing credit references by
o Making sure request for credit reference is legitimate.
o Offering only facts, not opinions.
CONVEYING POSITIVE INFORMATION ABOUT PEOPLE
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Positive information about people includes
o Recommendation letters.
o Good news about employment.
Goal of recommendation letters: to convince the reader that the person being
recommended deserves the job or award.
Recommendation letters mention
o full name of candidate.
o job or benefit that candidate seeks.
o quality that prompted writer to offer recommendation.
o relationship between writer and candidate.
o facts relevant to candidacy.
o Overall evaluation of candidate's suitability.
To achieve credibility, use specific examples that illustrate the candidate's abilities.
Two choices when writing recommendation letters for candidates with limitations:
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Ignore candidate's bad points.
Provide honest, balanced appraisal.
The risk in providing negative information is that the candidate may sue for libel.
Libel: false and malicious written statement that injures candidate's reputation.
To minimize legal risks,
o Don't mention shortcomings that are irrelevant to the job.
o Be honest about serious shortcomings, but stick to facts.
o Avoid value judgments.
o Put negative comments in positive context.
The goal of a good-news message about employment: to offer the candidate a job and
explain the necessary details.
Good news about employment (a job offer) includes:
o job title
o starting date
o salary
o benefits
o friendly, welcoming tone
A job offer is legally binding.
To avoid implying that the employee will be kept on for a full year, no matter what:
o State salary in monthly increments.
o Be vague about timing of performance reviews and raises.
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WRITING DIRECTIVES AND INSTRUCTIONS
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Directives: memos that tell employees what to do.
Instructions: messages that tell someone how to do something.
The objective of both directives and instructions is to make the message crystal clear.
Use direct order.
Be concise but complete: who, what, when, where, why, how
Instructions:
o May be in form of letter, memo, or booklet.
o Require more detailed development than directives.
o Are often presented as numbered series of steps.
CONVEYING GOOD NEWS ABOUT PRODUCTS AND OPERATIONS
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Some positive developments that companies might want to publicize: opening new
facilities, appointing a new executive, introducing goods or services, sponsoring
community events.
Good news to a limited audience may be put in letter or memo format.
For mass audiences, good news is generally handled through news (or press) releases.
Format for news releases:
o Type on plain 8 1/2 by 11 inch paper or on special letterhead for press releases.
o Double-space for print media; triple-space for electronic media.
Style for news releases:
o Use direct plan: good news, details, positive close.
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o
o
Write in third person, in journalistic style.
Avoid blatant plugs for the firm; stick to facts.
WRITING GOODWILL MESSAGES
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Purpose of writing goodwill messages: to build a good personal relationship with the
reader.
Tone is particularly important:
o Be sincere.
o Avoid exaggeration.
o Back up compliments with specific points.
Offer help if appropriate, but don't promise more than you can deliver.
Three main types of goodwill messages:
o Congratulations
o Messages of appreciation
o Condolences
Objective of congratulations: to recognize happy events (such as weddings and births) and
praiseworthy accomplishments (such as business achievements).
Congratulatory form letters mailed to people mentioned in newspapers can be used to
build a mailing list and introduce the firm--but avoid a direct sales pitch.
Objective of messages of appreciation: to recognize contributions of employees and
associates.
Messages of appreciation
o Serve as a record of good performance in personnel file.
o Motivate recipient to keep up good work.
Reasons to send message of appreciation:
o To praise employee for good work.
o To thank supplier for special service.
o To recognize long-term support or productive relationship.
o To thank speaker.
o To acknowledge donations.
Objective of condolences: to express sympathy in times of sorrow (such as health
problems, death, business misfortune).
Use the direct plan for condolences:
o Begin with statement of sympathy.
o Mention subject's good qualities and contributions.
o State what subject meant to you.
o Close with positive, uplifting thought.
o Offer help if appropriate and sincere.
When writing condolences,
o Be brief.
o Use own words.
o Be tactful.
o Be accurate.
o Write about special qualities of the deceased.
o Write about special qualities of the bereaved.
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CHAPTER 10--WRITING BAD-NEWS MESSAGES
ORGANIZING BAD-NEWS MESSAGES
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Objective of bad-news messages: to convey the bad news without bruising the reader's
feelings.
Two basic issues to decide when planning a bad-news message: tone and organization.
Adopt a tone that achieves three objectives:
o Makes audience aware that decision is firm.
o Makes audience agree that decision is fair.
o Leaves audience with positive attitude toward the organization--and perhaps
toward you.
The issue of organization concerns a choice between the indirect and the direct plan.
Objective of indirect plan: to ease the audience into the part of the message that justifies
the decision or builds goodwill.
Four parts of indirect plan for bad-news messages:
1. buffer
2. reasons
3. bad news
4. positive close
Buffer: neutral, noncontroversial statement closely related to the point of the message.
Tips for formulating a buffer:
o Don't beat around the bush; stick to subject.
o Don't build up false hopes of positive answer.
o Avoid saying no.
o Avoid know-it-all tone.
o Avoid wordy, irrelevant phrases.
o Don't apologize.
o Don't be long-winded.
Buffer should be pleasant, relevant, and neutral, and it should lead smoothly into the
reasons that follow.
Tips for providing reasons in bad-news messages:
o Begin with most positive points; move on to less positive ones.
o Don't blame decision on company policy unless explanation would help audience
meet requirements later.
o Don't apologize; apology implies that organization made a mistake.
o Use positive, nonjudgmental tone.
o Skip reasons if they are confidential, purely negative, self-serving, or complicated.
Tips for stating the bad news:
o Make answer clear, but present it in positive, impersonal language.
o Minimize space or time devoted to bad news.
o Subordinate bad news in compound or complex sentence.
o Embed bad news in middle of paragraph.
o Use "if" or "when" statement to suggest conditions under which positive answer
might be possible.
o Focus on what you did do, not on what you didn't do.
o Avoid blunt or offensive phrases.
Tips for providing a positive close:
o Conclude on upbeat note.
o Propose attainable solution.
o Provide resale and sales promotion.
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Make sure audience understands any action required.
Don't repeat bad news.
Don't apologize.
Don't urge additional communication.
Don't anticipate problems.
Don't include insincere cliches.
Don't express doubt that audience will remain a customer.
Direct plan: bad news first, followed by reasons and a courteous close.
Advantages of using the direct plan:
o Allows shorter message.
o Gets directly to point.
When to use the direct plan for bad-news messages:
o for internal memos.
o For routine bad-news messages to other businesses.
o For audiences who prefer direct approach.
o For situations that demand firmness.
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CONVEYING BAD NEWS ABOUT ORDERS
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Order may be unclear, product may be out of stock or discontinued, or customer may not
have met ordering requirements.
Objectives:
o To work toward eventual sale comparable to original order.
o To keep instructions or additional information clear.
o to maintain audience's interest and goodwill.
Use the indirect approach to clarify an order:
1. Buffer confirms order and provides resale information.
2. Middle explains why order cannot be filled and emphasizes positive side of
situation.
3. Close explains what is required and describes benefits of acting promptly.
Back orders represent two possible types of bad news:
o Only part of order can be shipped.
o None of order can be shipped.
Organizational plan for notifying customer about shipment of a partial order:
0. Buffer announces good news (part of order en route).
1. Middle explains why rest of shipment is delayed and states or implies bad news.
2. Close encourages favorable attitude toward transaction.
The same pattern can be used when none of the order can be shipped, but the buffer can
only confirm the order.
If substitution is necessary because an item is no longer available, send the substitute if
the audience is sure to want it.
When in doubt about the customer's willingness to accept the substitute, write a sales
letter first:
o Use indirect plan.
o Put resale information in buffer.
o If substitute is more expensive, emphasize added features and superior quality.
o Don't refer to new item as "substitute."
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In close, make it easy for audience to order substitute.
When the order cannot be filled at all, suggest an alternative source.
Use this organizational plan for unfillable orders:
0. Compliment audience on good taste.
1. Explain why order cannot be filled; state bad news.
2. Close with helpful suggestion and reference to future business.
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COMMUNICATING NEGATIVE ANSWERS AND INFORMATION
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Use the direct plan if the audience will not be deeply disappointed; otherwise, use the
indirect plan.
Possible buffers:
o Express appreciation for being thought of.
o Assure audience that request received careful consideration.
o Compliment audience.
o Express understanding of situation and audience's needs.
In the middle, (1) explain the reasons for the bad news, (2) state the bad news, and (3)
provide suggestions for handling the situation and offer help, if appropriate.
In the close, express interest, encouragement, and goodwill.
When providing bad news about products,
o Use direct approach if message will have little emotional impact.
o Use indirect approach when audience will be seriously affected.
When denying cooperation with routine requests,
o Choose direct or indirect plan, depending on emotional impact of message.
o Use warm, positive tone.
o Avoid cliches, stodgy language, and abrupt or negative phrasing.
When declining requests for favors, choose the direct or indirect plan, depending on your
relationship with the audience:
o Direct plan with close friends and associates.
o Indirect plan with relative strangers.
REFUSING ADJUSTMENT OF CLAIMS AND COMPLAINTS
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Use a tactful, courteous tone.
Use the indirect plan.
1. Buffer: brief, positive, noncontroversial statement
2. Middle: explanation of reasons, followed by indirect statement of bad news,
presented as positively as possible.
3. Close: expression of interest in future relationship.
REFUSING TO EXTEND CREDIT
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Use the indirect plan to soften the audience's disappointment.
When the credit applicant may qualify at a later date, offer encouragement:
o Avoid condescending lecture on "earning" credit.
o Emphasize firm's interest in doing business with applicant.
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When applicant is a business as opposed to an individual,
o Emphasize reasons credit is being denied.
o Suggest alternatives (cash purchases, third-party loans).
o Explain what applicant must do to qualify.
o Emphasize positive aspects of situation (discounts for cash purchases).
Consider the decision to deny credit carefully; denying credit can seriously damage the
applicant's reputation or business.
CONVEYING UNFAVORABLE NEWS ABOUT PEOPLE
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Four types of unfavorable news about people:
o Refusals to write recommendation letters.
o Rejections of job applicants.
o Negative performance reviews.
o Terminations of employees.
Use the direct plan for messages to prospective employers, the indirect plan for messages
to job applicants and employees.
When writing to an applicant to turn down the opportunity to write a recommendation letter,
use the indirect plan:
o Open with positive comment about applicant.
o State refusal indirectly.
o Suggest alternatives.
o Close with polite encouragement.
When rejecting job applicants, be brief and impersonal.
When giving negative performance reviews,
o Mention positive points.
o Explain how employee is falling short.
o Suggest ways to improve.
Objectives when terminating employees:
o To present reasons for decision.
o To avoid statements that might pose legal problems.
o To promote best relationship possible under circumstances.
For legal purposes, termination letters should present specific, objective, verifiable,
measurable reasons.
CHAPTER 11--WRITING PERSUASIVE MESSAGES
MOTIVATING WITH PERSUASIVE MESSAGES
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Persuasion: the process of changing people's attitudes or influencing their actions, either
immediately or at some time in the future.
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How to set the course for effective persuasion:
o State the problem (preferably in one sentence)
o Identify the audience
o Determine the desired outcome
Four strategic elements:
o Needs and appeals
o Emotion and logic
o Credibility
o Semantics
In general, only after more basic needs have been met will an individual strive to meet
higher-level needs (Maslowe's Heirarchy of Needs)
Various audiences have different needs and therefore respond to different appeals
People respond emotionally when their needs are not being met
Logic provides justification for and reinforces emotional decisions
Audiences resist those who lack credibility
Facts that build credibility:
o Testimonials
o Documents
o Guarantees
o Statistics
o Research results
Qualities that enhance personal credibility:
o Enthusiasm
o Objectivity
o Sincerity
o Expertise
o Good intentions
o Trustworthiness
o Similarity
Word choice also affects the credibility of a message
Semantics: the meaning of words and other symbols
Abstractions (words with many connotations) permit many interpretations and often have
broad appeal
Specifics help prevent misinterpretation of abstractions
ORGANIZING PERSUASIVE MESSAGES
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Use an indirect approach for organizing persuasive messages
One four-part plan commonly used is the AIDA plan:
o Attention
 Spark audience's curiosity
 Avoid extravagant claims and irrelevancies
o Interest
 Relate message to audience's needs
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Desire
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Action
Provide factual description of item or service
Mention benefits to audience
Provide evidence to back claims
Draw attention to enclosures
Build audience's willingness to take action
State desired action
Summarize benefits
Make action easy
Action ending: close of persuasive message that suggests a specific step the
audience may take
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WRITING PERSUASIVE REQUESTS FOR ACTION
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Need for such messages:
o Motivate inside audiences to change policies, approve investments, promote
individuals, protect turf Motivate outside audiences to provide funds or perform
favors
Two-fold challenge:
o Must motivate someone who is busy and may not receive any tangible reward
o Must compete with many othe requests
Key to success: highlight direct and indirect benefits
The attention-getter reflects an understanding of the audience's interests
The middle section establishes credibility and convinces the audience of the value of your
cause
Keep the request within bounds
WRITING SALES LETTERS
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Because sales letters are binding contracts, avoid even implying offers or promises you
can't deliver
Legal problems can result from
o Making a false statement
o Misrepresenting price, quality, or performance
o Using a person's name, photo, or other identity without permission
o Publicizing a person's private life
Make every attempt to persuade without manipulating
Planning involves:
o Determining selling points and benefits
o Defining audience
o Planning format and approach
Selling points: the most attractive features of a product
Consumer benefits: particular advantages buyers will realize from those features
Identify selling points and benefits by analyzing the product and the potential buyer
Demographic characteristics: age, gender, occupation, income, education
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Psychographic characteristics: personality, attitude, lifestyle
To define the audience, form a mental image of the typical buyer
Variables to consider when planning the format and approach:
o Number of pieces (letter, brochure, sample, response card, and so on)
o Graphics: type style, color, special symbols, logos
o Number of pages in sales letter
o Overall makeup of campaign: one mailing or several, telephone or in-person
follow-up
In general, expensive items and hard-to-accept propositions call for a more elaborate
campaign
Typical attention-getters in a sales letter:
o Piece of news
o Appeal to audience's emotions and values
o Statement of most attractive feature and corresponding benefit
o Intriguing number
o Sample of product
o Illustration with story appeal
o Specific trait shared by audience
o Provocative question
o Challenge
o Soltion to problem
Attention-getting format devices for sales letters:
o Persoanlized salutations
o Special type
o Underlining
o Color
o Indentions
Emphasizing the central selling point means focusing on the single most important feature
Determine the central selling point by asking three questions:
o What does competition have to offer?
o What most distinguishes firm's product?
o What is buyer's primary concern?
Highlight the consumer benefits associated with the central selling point
Mention the most important benefit several times, near the beginning and end of the letter
Refer to other benefits throughout the body of the letter
Choose words with strong emotional impact, such as verbs and colorful adjectives, but
avoid exaggerations that destroy credibility
The price that customers will pay is related to prices for similar products, the state of the
economy, and their psychology
Pave the way for your price by giving hints like "economical" or "luxurious" before
mentioning the specific price
If the price is low, compare features to the competitor's to show relative value; if price is a
major selling point, mention it in a prominent position (first or last or highlighted graphically)
If the price is high, stress features and benefits to justify it
To de-emphasize price:
o Omit reference
o Mention in accompanying brochure
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Mention in middle of paragraph, clsoe to end of letter, after explaining selling
points
o Break quantity price into units
o Compare favorably to some other product or activity
Typical methods for supporting claims about the product:
o Samples
o Testimonials
o Photographs
o Examples
o Statistics
o Guarantees
Purpose of sales letter: getting someon to do something
To motivate action, whether it is making an immediate purchase, requesting more
information, or authorizing a representative to call:
o Stress importance of acting immediately
o Mention deadline if appropriate
o Offer discounts, prizes, and special offers for early orders
o Encourage use of credit cards and toll-free numbers
o Offer free trial, unconditional guarantee, or no-strings request card
Five traditional elements of direct-mail packages:
o Outer envelope telegraphing message
o Multipage sales letter
o Brochure (usually color)
o Order blank
o Postage-paid return envelope
One popular alternative to the traditional package is a self-mailer, a single piece of folded
paper that can be returned to place na order; another is a simulated telegram or invitation
Persoanlized letters are often effective but have drawbacks: overexposure and expense
Long letters (about four pages) are typically more effective than short ones, as long as
typographic devices are used to highlight the main points
One problem with direct mail is finding people who would definitely be interested in hearing
about your product; the solution is to select a mailing list that focuses on likely customers
Three types of mailing lists:
o House lists: names of previous customers and people who have inquired about
product
o Compiled lists: names obtained from accessible sources, such as phone book and
auto registration lists
o Mail-response lists: names compiled by other companies; often purchased through
list brokers
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WRITING COLLECTION MESSAGES
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Most people have good intentions about paying their bills
Two objectives in sending collection messages
1. To maintain goodwill
2. To collect debt
Three factors determine the approach used in a collection message:
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Amount due, time elapsed, nature of agreement, creditor's attitude
Debtor's values, self-esteem, sense of responsibility
Debtor's ability to pay and to withstand pressure
Fair Debt Collection Practices Act of 1978 outlines a number of restrictions
A positive approach, an emphasis on the benefits of paying, is most likely to defuse the
debtor's defensiveness and hostility
Postive appeals to use in collection messages:
o Sense of pride
o Need to belong
o Sense of fair play
o Need to follow rules
o Recognition of mutual effort
o Need for closure
If positive appeals fail, politely point out the consequences of failure to pay:
o Reporting debtor to credit agency
o Repossessing item
o Demanding surrender of collateral
o Turning account over to collection agency
o Taking matter to court
The collection series: sequence of messages that get tougher the longer the debtor fails to
pay
The typical collection series includes five messages, although the number and timing of
the messages may vary depending on the company and the situation
Steps in the collection series:
0. Notification: form letter or card indicating amount due, due date, penalties for late
payment
1. Reminder: brief form letter or copy of notification sent a few days after due date
has passed; tone reflects assumption that some minor problem has delayed
payment
2. Inquiry: personalized letter asking customer what's wrong and indicating willingnes
to work out solution; avoids suggesting that customer may be dissatisfied with
merchandise or service
3. Urgent notice: personalized letter emphasizing desire to collect payment
immediately; often signed by top official; may use negative appeal
4. Ultimatum: final message, often using direct approach; negative appeal, but
businesslike, impersonal tone
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CHAPTER 12--WRITING SHORT REPORTS
WHAT MAKES A GOOD REPORT
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Report: written, factual account that objectively communicates information about some
aspect of a business.
Six general purposes of reports:
o Monitoring and controlling operations
o Implementing policies and procedures
o Complying with legal or regulatory requirements
o Obtaining new business or funding
o Documenting work performed for a client
o Guiding management decisions
Reports may be initiated by the writer (voluntary reports) or by the reader (authorized
reports); a voluntary report requires more background information and a more complete
explanation of the purpose.
The subject of a report influences its vocabulary and format; if the reader knows the
subject, the discussion can be at a higher level.
Reports prepared on a regular basis (routine reports) require less introductory and
transitional material than nonrecurring reports (special reports), which require more
complete development.
Reports sent to someone within the organization (internal reports) may be relatively
informal and use the memo or manuscript format; reports sent to outsiders (external
reports) are relatively formal and use the letter or manuscript format.
Reports prepared chiefly to present facts (informational reports) are organized around
subtopics; reports prepared to present facts plus analysis, interpretation, conclusions, or
recommendations (analytical reports) are organized around logical arguments.
If the reader is receptive and likely to agree with the report's contents, it may be organized
in direct order; if the reader is likely to have reservations, it should usually be organized in
indirect order.
If the reader is receptive and likely to agree with the report's contents, it may be organized
in direct order; if the reader is likely to have reservations, it should usually be organized in
indirect order.
Three common qualities of good reports: (1) accuracy, (2) good judgment, (3) audiencecentered format, style, and approach.
To achieve accuracy:
o Describe facts or events in concrete terms
o Report all relevant facts
o Put facts in perspective
o Give plenty of evidence for your conclusions
o Present only valid evidence and supportable conclusions
o Keep personal biases in check
To show good judgment:
o Be discreet about putting things in writing
o Gear report to manager's likes and dislikes
What managers like in reports:
o Main idea at beginning
o Facts
o Whole story
o Language they can understand
o Useful information
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To meet readers' needs with a responsive format, style, and organization decide:
o Whether to use letter, memo or manuscript
o Whether to group ideas one way or another
o Whether to use a formal or an informal style
Questions to consider when deciding on format, style, and organization:
o Who initiated report?
o What subject does it cover?
o When is it prepared?
o Where is it being sent?
o Why is it being prepared?
o How receptive is the reader?
PLANNING SHORT REPORTS
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Your audience, purpose, and subject matter influence (1) the format and length of
your report and (2) the basic structure of your report.
Format and length of a report are often predetermined by the recipient; the
reader's needs are the key consideration.
When selecting a format for your written report, you have four options:
 Preprinted form
 Letter
 Memo
 Manuscript
Length depends on the audience's attitude and needs and the nature of the
subject.
Establishing a basic structure involves three major decisions:
 What to include?
 what order to follow?
 How to group ideas?
When deciding what to include, the objective is to answer all the audience's
questions in the order that makes the most sense:
1. Look for main question: Why does reader want report?
2. Sketch general answer based on results of research.
3. Create question-and-answer chain by breaking general questions and
answers into more specific questions and answers.
Content should include both broad concepts and supporting detail:
 Balance between general and specific depends on nature of report.
 Every detail must relate to the main question.
The order to follow when presenting the content depends chiefly on the audience's
attitude toward your main idea:
 For receptive audiences, use direct approach.
 For skeptical or status-conscious audiences, consider indirect approach.
 Many effective reports are hybrids, gradually revealing conclusions and
recommendations throughout the report.
Direct approach:
 Opens with summary of key findings, conclusions, recommendations.
 Is most efficient, convenient approach because it facilitates skimming.
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Is most forceful approach and conveys confidence.
Indirect Approach
 Gradually unfolds information and puts conclusions and recommendations
last.
 Conveys impression of objectivity.
 Has serious drawbacks, especially in long reports: hard to follow and may
induce impatient reader to skip to end, thereby missing carefully
constructed argument
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ORGANIZING SHORT REPORTS
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The way ideas are divided depends on the purpose of the report:
 Organization of informational reports mirrors topic
 Organization of analytical reports reflects problem-solving process
Purpose of informational report: to explain something in straightforward terms.
Common types of informational reports: monitor/control reports, policies,
procedures, compliance reports, personal activity reports, some justification
reports, some reports documenting client work, and some proposals.
The audience for informational reports is generally receptive, so direct order is
commonly used.
The nature of the subject usually suggests a basis for grouping ideas in
informational reports:
 Geographic units
 Components of a whole
 Chronological series of events
 Sequential steps in process
 Categories established by client
 Items in order of importance
The interim progress report used as an example of an information report does the
following:
 Documents work performed for a client.
 Is submitted on a nonrecurring basis.
 Is in letter format.
 Uses direct order.
 Is organized to present (1) an overview of what has been accomplished
during the reporting period, (2) a discussion of tasks performed, (3) a
preview of the plans for the coming period, and (4) an analysis of any
problems.
Key to success in an interim progress report: Be honest about problems as well as
accomplishments.
The personal activity report used as an example of an informational report is
 A form of monitor/control report that gives an individual's account of a
nonrecurring event such as a convention, trip, or business meeting.
 In memo format.
 In direct order, using chronological organization ore topical structure
based on the reader's interests.
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Key to success in a personal activity report: Focus on important points; avoid
blow-by-blow account.
Purpose of analytical report: to persuade readers to accept conclusions or
recommendations.
In an analytical report, facts are a means to an end, not an end in themselves.
Typical examples of analytical reports: decision-oriented reports, many proposals,
many final reports to clients.
How to organize an analytical report:
 Direct order for receptive audience; use conclusions or recommendations
as main points of outline.
 Indirect or hybrid order for skeptical audience; use logical arguments
(reasons why readers should accept conclusions and recommendations)
as main points of outline.
In a justification report:
 Introduction established need for action, benefits of action, and steps
required to achieve benefits.
 Required steps (recommendations) serve as main headings.
 Final section summarized recommendations and benefits.
Organization based on logical arguments:
 For status-conscious or skeptical audience, rationale must be
emphasized.
 Main points on outline correspond to points in favor of conclusions or
recommendations.
Lia Chung's new business proposal is organized very simply: Here's the problem,
here's the solution, here's the price.
Key characteristics of Lia Chung's new business proposal:
 Authorized
 Internal, move upward
 Special (nonrecurring)
 Memo format
 Fully developed style
 Analytical
 Receptive reader (direct order)
In a troubleshooting report:
 Main points in outline are independent reasons of varying importance that
collectively add up to position writer is trying to prove.
 Writer has variety of reasons but no single reason that is particularly
overwhelming.
 Introduction discusses purpose, scope, and background and summarizes
reasons why writer's case should be accepted.
 Approach is softened by using descriptive rather than informative phrasing
to introduce reasons.
 final section summarizes reasons and develops any recommendations.
MAKING REPORTS AND PROPOSALS READABLE
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The proper degree of formality to use in a report or proposal depends on the
relationship between writer and reader:
 Informal tone is appropriate for letter and memo reports sent to familiar
audience.
 Formal tone is appropriate for formal reports submitted to unfamiliar or
high-ranking audiences.
To achieve informality: Use personal pronouns, employ relatively colloquial
language.
To achieve formality: Avoid personal pronouns, use businesslike language,
present points in an objective manner.
If you have questions about which tone to use, refer to other reports of a similar
type and purpose.
Structural clues keep the reader form getting lost, especially in long reports.
Four structural clues used in reports:
 Opening
 Headings and lists
 Transitions
 Ending
The opening:
 Introduces subject, indicates why it is important, and previews main ideas.
 Should be phrased to match audience's receptivity.
 Should take informative approach with receptive audience and descriptive
approach with skeptical audience.
Headings and lists:
 Provide visual clues to relationship among ideas and help readers scan
document.
 Should be phrased in grammatically parallel terms.
 Should follow company format or use attractive, consistent pattern.
 Emphasize key points or show sequence.
Transitions
 Help readers connect one idea to next.
 Are used in long reports to link major sections; serve as miniintroductions.
 Are used in shorter reports to connect paragraphs.
 Should emphasize nature of connection.
 May demonstrate that link is additional detail, causal relationship,
comparison, contrast, illustration, time sequence, intensification,
summary, repetition.
The ending:
 Recapitulates main points in order in which they appeared.
 Emphasizes conclusions and recommendations (in analytical reports).
CHAPTER 13--PLANNING LONG REPORTS
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FIVE STEPS IN PLANNING REPORTS
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The foundation of any report is formed by five steps:
1. Define the problem and the purpose
2. Outline the issues for investigation
3. Prepare a work plan
4. Conduct research
5. Analyze and interpret data, draw conclusions, and develop recommendations
DEFINING THE PROBLEM
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The definition of the problem establishes the scope of the investigation; the person
authorizing the study typically defines the problem.
The problem statement should specify:
o What needs to be determined?
o Why issue is important?
o Who is involved in situation?
o where trouble is located?
o When it started?
o How situation originated?
The statement of purpose clarifies the goal of the investigation.
The statement of purpose can take three forms:
o Infinitive: the purpose is to determine which candidate is best qualified for the job.
o Question: Which candidate is best qualified?
o Declarative statement: The best qualified candidate will be identified.
After a written statement of purpose is prepared, it should be confirmed with the person
who authorized the report.
OUTLINE ISSUES FOR INVESTIGATION
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Problem factoring: breaking a general problem into a series of specific questions.
The outline of issues for analysis is often different from the outline of the resulting report.
Outlining the issues to be addressed during an investigation leads to development of
alogical structure for the resulting report.
The overall purpose of the study determines whether an informational or analytical
approach is more logical; however, many assignments require both information and
analysis.
Informational assignments (with very little analysis or interpretation) are factored on the
basis of subtopics:
o In order of importance
o Sequentially
o Chronologically
o Spatially
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Geographically
Categorically
Analytical assignments (with analyses, conclusions, or recommendations) are factored on
the basis of problem-solving methodology:
o Hypotheses: to discover causes, predict results, identify solutions to a problem.
o Relative merits or bases of comparison: to compare alternatives against criteria.
The rules of division:
o Divide a topic into at least two parts.
o Choose a significant, useful basis or guiding principle for division.
o Limit yourself to one basis at a time when subdividing whole into parts.
o Make certain each group is separate and distinct.
o Be complete when listing components of whole.
A preliminary outline provides a frame of reference for the study; it is especially important
when the assignment involves collaboration or is extremely complicated.
The two most common outline formats: alphanumeric and decimal.
Parallel construction in an outline--using the same grammatical form for all captions at a
single level of the outline--provides clues to the relationships among ideas and is
considered the proper approach by most of those who might review the outline.
Outlines may be phrased in two ways:
o Descriptive (topical) outlines identify topics (for example, "Market growth").
o Informative (talking) outlines, which suggest something about topics, may take
form of question or brief phrase (for example, "How rapidly is market growing?" or
"Market growth has slowed").
Informative outlines, especially in question form, are generally more useful than descriptive
outlines for guiding research.
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PREPARING THE WORK PLAN
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The work plan explains how you will solve the problem: steps required, their sequence and
timing, sources of information.
A formal, written work plan for a major investigation should include:
o Problem statement
o Statement of purpose and scope of investigation
o Discussion of tasks, methods, and constraints
o Description of end products
o Review of assignments, schedules, resource requirements
CONDUCTING THE RESEARCH
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Business research uses a mix of primary and secondary sources:
o Secondary sources: information that has already been collected
o Primary sources: firsthand information not previously compiled
Secondary sources commonly used in business research: general reference works,
popular publications, government documents, on-line databases, internal reports, company
databases, brochures, newsletters, annual reports.
How to make the best use of secondary sources:
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Be selective; choose recent, respected material.
Stop when you reach the point of diminishing returns.
Take notes.
Four main types of primary sources: documents, observations, surveys, experiments.
Documents: company files, such as sales reports, balance sheets, income statements,
policy statements, correspondence, contracts, log books; government documents; legal
documents.
The same document can be both a primary and a secondary source. For example, if you
use financial information from an annual report, the annual report is a secondary source; if
you compare the features of the annual report to those of other annual reports, it is a
primary source.
observations: information obtained formally or informally by using the five sense.
Observations are useful for studying physical activities, objects, processes, the
environment, and human behavior.
The value of an observation depends on the objectivity and reliability of the observer.
Surveys: information obtained by asking qualified people for their opinions.
A survey may take the form of (1) an interview with an expert or (2) a large-scale survey
based on a questionnaire.
Three decisions must be made before conducting a survey:
o Should you use face-to-face interviews, phone calls, or printed questionnaires?
o How many people should you contact to get reliable (reproducible results, and who
should they be?
o What specific questions should you ask to get a valid (true) picture?
When designing a questionnaire, use a mix of question types:
o Open-ended
o Either-or
o Multiple choice
o Scale
o Checklist
o Ranking
o Fill in the blank
Follow these tips when constructing a questionnaire:
o Make instructions clear.
o Keep questionnaire short and easy to answer.
o Formulate questions that provide easily tabulated or analyzed answers.
o Avoid leading questions.
o Limit each question to one point.
o Ask only one thing at a time.
o Avoid vague or abstract questions.
o Include questions that rephrase earlier questions as cross-check on validity of
earlier responses.
o Pretest questionnaire.
Experiments: information obtained through controlled testing; most useful in scientific
fields.
the difficulty of controlling all variables limits the value of experiments in most business
situations.
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ANALYZING AND INTERPRETING DATA
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The analytical process is a search for relationships among various pieces of evidence and
the formulation of conclusions and recommendations based on that evidence.
Numerical data can be manipulated to produce statistics, which can be interpreted to
reveal the significance of the data.
Three important types of statistics: averages, trends, and correlations.
Average: number representative of a group of numbers.
Three types of averages: mean, median, and mode.
Mean: sum of all the items in the group divided by the number of items in the group; useful
when you want to compare one item or individual with the group, but can be misleading if
one of the numbers is extreme.
Mode: most frequently occurring number, the case that occurs most often; useful when you
want to know what case you are most likely to encounter, easier to calculate than the
median, and not affected by extreme numbers.
Trend: pattern exhibited by data over a period of time.
Correlation: consistent relationship between variables, but not necessarily indicative of
cause and effect.
Statistics provide a foundation for conclusions.
Conclusions: interpretations of what the facts mean, which are influenced by assumptions
and value judgments.
the validity of conclusions depends on the skill and objectivity of the analyst.
Teamwork often leads to the best conclusions because each member of the team acts as
a balance on other members' reasoning process.
Recommendations differ from conclusions:
o Conclusions: what all facts add up to; interpretation of what information means.
o Recommendations: what should be done in light of facts and their meaning.
Useful recommendations
o are practical,
o are acceptable to the audience, and
o indicate what should happen next and who should do what.
PREPARING THE FINAL OUTLINE
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The preliminary outline that guided research is seldom used as the blueprint for the final
report; it must be reworked to take into account purpose, audience reaction, and the things
learned during the study.
The placement of conclusions and recommendations depends on the audience's probable
response:
o in front if a positive reaction is expected, or
o at the end if resistance is anticipated.
Once the final outline is in mind, begin identifying which points can and should be
illustrated with visual aids (tables, graphs, schematic drawings, or photographs)
When planning the illustrations for your report or presentation, aim to achieve a reasonable
balance between the verbal and the visual.
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CHAPTER 14--WRITING LONG REPORTS
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REPORT PRODUCTION
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Report Production varies, depending on the size and nature of the organization:
o Collaborative effort common in large companies.
o Solo approach more common in small companies.
Collaborative report writing:
o Several authors write as team.
o Editor assembles pieces.
o Secretarial staff and art department handle format and illustrations.
Computer simplifies preparation process;
o Handles formatting automatically.
o Checks spelling and readability.
o Creates artwork.
A realistic schedule for putting a draft into final form:
o Typing time: 8 pages per hour.
o Editing/proofreading time: 15 minutes per page.
o Artwork time: 1 hour per exhibit (hand-drawn).
o Review time: as much as possible.
After submitting a report, solicit feedback so that you can learn from the reader's
responses.
REPORT PRODUCTION
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Regardless of length, organizational approach, or intended audience, formal reports use
manuscript format and a relatively impersonal tone.
Length determines the number of components in a formal report; several elements may be
combined in shorter reports.
A formal report has three categories of elements:
1. Prefatory parts
2. Text
3. Supplementary parts
Prefatory parts, which are usually prepared last, may include
o Cover
o Title fly
o Title page
o Letter of authorization
o Letter of acceptance
o Letter of transmittal
o Table of contents
o List of illustrations
o Synopsis or executive summary
The cover should be
o Sturdy, appropriate, and attractive
o Labeled with title, writer's name, and date
The title of a formal report should be succinct but specific (who, what, when, where, why,
and how)
The title fly, an optional element, is blank except for the title.
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The title page, which may serve as a cover, includes
o Title of report
o Name, title, and address of person/organization that authorized report (reader)
o Name, title, and address of person/organization that prepared report
o Submission date.
The letter of authorization and letter of acceptance are optional but may be included "for
the record"; they may be in memo or letter format, depending on whether report is internal
or external.
o Letter of authorization follows direct-request plan; gives instructions for
assignment.
o Letter of acceptance follows good-news plan; confirms arrangements for
assignment.
The letter (memo) of transmittal
o "Hands" the document to the reader
o Precedes the table of contents
o May appear in only selected copies
o Follows routine, good-news plan
o Specifies methods, scope, and limitations
o Highlights important points
o Provides helpful background information
o Acknowledges contributors
o May take the place of a synopsis
The table of contents
o Gives readers an overview of the report's structure.
o May list all headings or only the top two or three levels of headings.
o Gives the page number where each heading appears.
o Mirrors the wording of the headings precisely.
o Lists all prefatory parts following the table of contents and all supplementary parts.
o May list the visual aids if the number of them is limited.
The list of illustrations
o Gives titles and page numbers of illustrations.
o May be typed on the same page as the table of contents or be presented on the
next page.
All visual aids may be listed together as exhibits, or tables and figures may be listed
separately.
The synopsis
o Is a one-page (ore less) overview of the main points.
o Is common in long technical/academic reports.
o May be distributed separately from the report.
o May be informative or descriptive, depending on style of text.
The executive summary
o Is more frequently used in business reports than the synopsis is.
o Is longer and more fully developed than the synopsis.
o Provides a "mini" report for readers who don't want to read the entire text.
o May contain headings, transitions, and visual aids.
o Is organized like the text, using direct or indirect order depending on the
audience's attitude.
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Contains enough detail for the reader to decide about the issues covered without
reading further.
The length of the report determines the need for a synopsis or executive summary:
o Most useful in documents over 30 pages.
o Often omitted or combined with letter of transmittal in shorter documents.
The text of the report includes the following:
o Introduction
o Body
o Summary
o Conclusions
o Recommendations
o Notes
The format of the report, which helps readers understand the message, may be dictated by
company policy.
Several devices help focus attention on major points in the text:
o Headings, which facilitate the skimming process, should be emphasized with
typography and white space.
o Visual aids dramatize key points.
o Previews and section summaries help orient the reader.
The introduction
o Puts the report in perspective.
o Indicates purpose.
o Previews the contents.
o Establishes the tone.
The introduction, which varies in length from a paragraph or two to several pages, may
discuss
o Authorization for the report.
o The problem studied and the purpose of the report.
o Scope.
o Background.
o Sources and methods.
o Definitions.
o Limitations.
o Report organization.
The introduction should be prepared to supplement the prefatory parts, so that
unnecessary duplication of information is avoided.
The body of the report
o Contains major sections or chapters.
o Should be long enough to adequately support your position and respond to the
reader's needs.
o May or may not include conclusions.
The final section "wrapping up" the text of the report may include one or more of the
following:
o Summary: key findings paraphrased.
o Conclusions: writer's analysis of what findings mean.
o Recommendations: writer's opinion of what should be done.
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The length of the final section of the text depends on how the rest of the report is
structured:
o If the report uses direct order, the final section may be a fairly brief recapitulation.
o If the reports uses indirect order, the final section tends to be longer and more
detailed.
The summary, conclusions, and recommendations may be combined or listed separately
for added emphasis.
Recommendations, which are especially important in reports intended to lead to action,
o spell out what should happen next.
o explain difficulties.
o provide a schedule.
o assign responsibilities.
Reference notes satisfy your moral and legal obligation to credit sources of information
and help establish your credibility.
In a business report, excessive footnotes hamper communication; simply mentioning
sources in the text is often an acceptable alternative.
Let company tradition be your guide when deciding on the number and treatment of
reference notes.
Types of visual aids:
 Tables
 Line and surface charts
 Bar charts
 Pie charts
 Flow charts and organization charts
 Maps
 Drawings, diagrams, and photographs
Tables are good for presenting detailed, specific information; they should be designed for
accuracy, consistency, and convenience.
Parts of a table:
o Vertical columns, identified with column heads (include units of measure).
o Horizontal columns, identified with line heads.
Variables in constructing tables:
o Length and complexity (simplify for slide presentations)
o Placement (on separate page with title or embedded in text as text table)
o Content (word table or numerical table)
Line and surface charts are used to illustrate trends over time or to plot the interaction of
two variables.
In line and surface charts, the vertical axis shows amount and the horizontal axis shows
time (in a trend chart) or another variable; both axes typically begin at zero and are marked
in standard increments, but treatment can vary depending on the nature of the data.
Several lines can be plotted on the same chart to compare the behavior of different items.
Surface charts are line charts with a cumulative effect; they show trends in composition of
a whole over time.
The scale of the axes affects the slope of the line and thereby the apparent significance of
the results; choose a scale that gives a realistic picture.
Bar charts, which consist of one or more bars representing quantities, are useful for four
purposes:
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To compare the size of several items at one time.
To show changes in one item over time.
To indicate the composition of several items over time.
To show the relative size of components of a whole.
Variations in bar charts:
 Vertical or horizontal alignment
 Multiple bars or single bar
 Negative or positive quantities
 Pictograms (using lines of symbols) instead of bars
Pie charts are useful for showing the composition of a whole.
Design considerations for pie charts:
 Limit number of slices to seven.
 Position largest or most important slice starting at 12 o'clock and arrange
the rest clockwise in descending order.
 Use shading and color to differentiate slices.
 Label all segments.
 Be sure segments add up to 100 percent.
Flow charts and organization charts are useful for showing physical or conceptual
relationships:
o Flow charts illustrate processes, procedures, and relationships using pictorial
symbols or geometric shapes.
o Organization charts illustrate positions, units, or functions of an organization.
Maps are useful for showing any geographically based information; blank maps can be
obtained at office supply stores.
Drawings, diagrams, and photographs are useful for showing how something looks,
especially in technical reports:
o Drawings and diagrams range from hand-drawn sketches to computer-generated
images.
o Photographs are becoming more common with improvements in photocopying
machines.
The style of a visual aid should be appropriate for the occasion; save elaborate graphics
for major messages.
How to introduce visual aids in the text:
o Refer to visual aids by number before they appear.
o Explain importance of exhibit, emphasizing main point.
o Do not repeat details of exhibit in the text.
How to number visual aids:
o Number tables and figures separately (Table X, Figure X), or call all visual aids
exhibits and number consecutively.
o Number visual aids by chapter or consecutively throughout the document.
Place a visual aid as close as possible to the paragraph it illustrates:
o On the same page if practical.
o On a separate page immediately after the reference.
o Clustered with other exhibits at the end of the report.
Use titles and captions that convey a complete message independently of the text; some
readers will skim the text and rely primarily on the visual aids:
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Thorough titles and captions are especially important if exhibits are widely
separated from related text.
o Captions, which are generally phrased as complete sentences, are optional; they
are most useful when text explanations are thin.
o Together, title, labels, and caption should cover who, what, why, where, when, and
how.
o Type of title (descriptive or informative) should match style of headings used in
text.
o Format of titles and captions should be consistent throughout the document.
Supplementary parts follow the text and include
 Appendixes
 Bibliography
 Index
Appendixes contain relevant material that is too detailed to present in the text, such as
sample questionnaires, forms, computer printouts, statistical formulas, glossary of terms
(may be a separate section), and visual aids (if not included in the text).
Each type of material requires a separate appendix.
Each appendix should be referenced in the text and listed in the table of contents.
Bibliography: list of sources used in preparing the report.
Index: alphabetical listing of names, places, and subjects mentioned in the report (rarely
included in unpublished reports).
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COMPONENTS OF A FORMAL PROPOSAL
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The format of formal proposals is similar in most respects to that of other formal reports.
Three prefatory parts in a proposal are handled somewhat differently:
o Copy of RFP (or a portion of it) replaces letter of authorization.
o Letter of transmittal in a solicited proposal uses good-news pattern; letter of
transmittal in an unsolicited proposal uses persuasive pattern.
o Synopsis or executive summary is generally omitted; introduction or letter of
transmittal takes its place.
The text of the proposal persuades the client to grant the contract and explains the terms
of the contract.
The organization of a solicited proposal is governed by the RFP because having all
proposals organized alike facilitates comparison of competing bids, especially when
evaluation is handled by a team.
Typical subheads in the introduction to a proposal include the following:
o Background or statement of problem: review of client's situation.
o Overview of the approach: the key selling points.
o Scope (or limitations): what you will or will not do.
o Report organization.
The body of the proposal should cover four areas:
o Proposed approach.
o Work plan.
o Qualifications to perform work.
o Costs.
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The section describing the proposed approach (also called technical proposal, research
design, issues for analysis, or work statement) should provide the following:
o Description of what you have to offer.
o Benefits and advantages of your approach
The work plan, which tells how you will accomplish the work, should cover the following:
o Steps to be taken and their timing.
o Methods and resources to be used.
o Individuals who will be responsible.
A work plan is contractually binding, so it must be realistic.
The statement of qualifications covers experience with similar contracts, personnel, and
facilities.
The cost section
o is a detailed breakdown of such factors as labor, materials, and overhead.
o often determines whether you win or lose the job.
o is neither too high nor too low.
o is well documented.
The summary is a brief recapitulation of your approach, emphasizing benefits to the
reader.
CHAPTER 15--WRITING RESUMES AND APPLICATION LETTERS
THINKING ABOUT YOUR CAREER
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Three steps in career planning:
1. Analyze what you have to offer employer.
2. Determine what you want out of a job.
3. Seek employment opportunities that match your interests, capabilities, and goals.
You offer an employer
o Skills: general abilities that cut across functional lines, such as speaking ability.
o Employment qualifications: educational preparation, work experience, activities,
achievements.
o Personal characteristics: personality traits (such as curiosity, aggressiveness,
persistence, friendliness) and personal values (such as helping others or having
freedom to create things).
Some ways to analyze what you have to offer:
o List ten achievements; look for skills common to those achievements.
o Ask your friends and family to list your abilities; compare lists.
o List jobs that your work experience, education, and other experiences have
prepared you to do.
o List four or five most important personal characteristics; ask friends and family to
make similar list.
o Undergo vocational testing in school counseling office to determine interests and
abilities.
o Identify values satisfied in previous job or volunteer project.
o List things you enjoy doing.
Know what you want to do by considering
o what you like doing every day (for example: "I would like a job in which I can use
my artistic talents").
o What you hope to accomplish (how much you hope to make financially, how far
you hope to advance, and how rapidly you hope to progress).
o What environment you prefer (what kind of organization appeals to you--size,
location, product orientation, working hours, facilities).
Sources of information on various industries, regions, and occupational fields:
o Business pages of newspapers.
o Business-oriented TV programs and news reports.
o Business magazines.
o Government publications.
o Professional and trade journals.
Sources of information on specific companies, organizations, and job openings:
o Directories of employers.
o Company brochures, annual reports.
o Visits to company, interviews with employees.
o Newspaper advertisements.
o Trade and professional journals.
o College placement office.
o Government placement offices.
WRITING A RESUME
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Resume: a form of advertising that emphasizes a job applicant's strong points and
downplays disadvantages; its purpose is to create desire for an interview.
Format and style of the resume are important because they determine the recruiter's initial
impression:
o Use letter-size white bond paper, black ink, wide margins.
o Keep to one page if possible.
o Use layout and graphic design to emphasize strong points.
o Check mechanics.
o Use simple, direct writing style that makes use of short, crisp phrases and action
verbs.
Essential elements in a resume:
o Name and address.
o Academic credentials.
o Employment history.
Without exaggerating or lying, present your strongest, most impressive qualifications and
skirt areas that might raise questions.
Name and address: who you are, how you can be reached.
Career objective (optional):
o Provide frame of reference for evaluating resume.
o Tell what you want to do, why you are qualified.
o Be specific but not too narrow.
Summary of qualifications and ate of availability (optional--may be used in place of career
objective): a brief overview of qualifications; is useful for long resumes.
Education:
o Emphasize if you are still in school.
o List each postsecondary school attended, with most recent school first.
o List off-campus training programs related to career goals.
o Include grades if impressive and relevant to job.
o Place education before experience if you are a new graduate; place experience
first if you have been out of school a few years.
Work experience:
o List places where you have worked, positions you have held.
o Emphasize jobs related to career goals.
o List in reverse chronological order, with most recent job first.
o Include name, location, brief description of employer.
o List your title and dates of employment.
o Describe accomplishments related to career goals.
The relevant skills section includes such skills as foreign languages and computer
expertise, as well as information such as the date you are available to start work.
Activities and achievements (optional): paid or unpaid activities that demonstrate your
abilities.
Personal data (optional):
o Omit references to race, age, gender, marital status, religion, national origin.
o Include hobbies, military service if relevant to career goals.
Three organizational plans for resumes; choice depends on the applicant's background
and goals:
o Chronological resume.
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Functional resume.
Targeted resume.
Chronological resume:
o Is traditional approach preferred by many employers.
o Emphasizes directly related experience (or education for new graduates).
o Lists positions (schools) in reverse chronological order.
o Is best choice for person with strong work history looking for position similar to
current job.
Functional resume:
o Is organized around list of accomplishments.
o Discusses employment history and education in subordinate sections.
o Is good for new graduates and people trying to redirect their career or minimize
breaks in employment.
Targeted resume:
o Emphasizes what you can do for a particular employer in a particular position.
o Lists capabilities first and then achievements.
o Places employment history and education in subordinate sections.
o Is good for people who have a clear idea of what they want to do and can
demonstrate ability in the targeted area.
To write the "perfect" resume:
o Consider employer's needs.
o Avoid such common mistakes as submitting resume that is too long, too short or
sketchy, wordy, too slick, amateurish, poorly reproduced, misspelled and
ungrammatical throughout, lacking explicit or implicit career objective, boastful,
dishonest, gimmicky.
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WRITING AN APPLICATION LETTER
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Tailor the application letter for specific employers.
An application letter is a form of "sales" letter; use the persuasive plan (indirect approach).
Use a confident, businesslike tone.
The content should indicate knowledge of the employer.
Solicited application letter: sent in response to an announced opening.
Unsolicited application letter: sent "blind" to an organization that has not announced an
opening.
In the opening paragraph of a solicited application letter,
o Mention where you learned of job.
o Tell in general terms what you have to offer.
In the opening paragraph of an unsolicited application letter,
o State what position you are applying for.
o Get the reader's attention.
Ways to get attention in an unsolicited application letter:
o Show how your strongest skills can benefit organization.
o Describe job requirements, show how well you fit.
o Mention name of someone reader respects.
o Refer to publicized accounts of organization's activities.
o Ask question that shows understanding of organization's needs.
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Use catchy phrase.
Opening should state what position you are applying for.
In the middle of the application letter, summarize your key selling points (your key
qualifications) and explain how they can benefit the employer:
o Mention qualifications related to job; don't repeat resume.
o Explain how you meet all requirements mentioned in ad (for solicited application
letters).
o Present evidence to back up key qualifications.
o Show evidence of such job-related qualities as diligence, intelligence, tact.
o Include salary requirements only if asked to do so.
o Mention your resume.
In the closing paragraph:
o Ask for specific action--an interview.
o Make action easy by providing a phone number and suggesting a time to call.
o Remind reader of your key selling point.
The "perfect" application letter achieves one goal: It gets you an interview.
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WRITING OTHER TYPES OF EMPLOYMENT MESSAGES
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In job-inquiry letters, which are direct requests for an application form,
o Use direct plan.
o Provide some evidence of qualifications.
o Consider applying in person instead of writing letter.
Application forms are standardized data sheets that simplify comparison of applicants'
qualifications:
o Be complete, accurate, neat.
o If form asks for salary requirements, say "open to negotiation" or consult
government survey to determine standard pay for particular job in given area.
o Purpose of writing application follow-ups: to remind company of your interest and
to update your application.
CHAPTER 16--INTERVIEWING FOR EMPLOYMENT AND FOLLOWING UP
INTERVIEWING WITH POTENTIAL EMPLOYERS
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Three steps in the interview process:
1. Preliminary screening (to eliminate unqualified applicants).
2. Initial evaluation (to narrow the field).
3. Final evaluation (to make hiring decision).
The preliminary screening is conducted by the personnel department; takes a structured,
standardized approach; is often conducted on campus.
The initial evaluation is held at the organization's facilities.
The final evaluation is conducted by the supervisor or department manager to whom the
employee will report.
The best strategy for a screening interview is to follow the interviewer's lead and to keep
answers brief and pointed; the best strategy for a selection interview is to show interest,
answer fully, and listen attentively.
Three basic forms of interviews:
1. Directed interview.
2. Open-ended interview.
3. Stress interview.
Directed interview.
o Is completely planned and controlled by interviewer.
o Is good for gathering facts.
o Is used when screening large number of preliminary applicants.
Open-ended interview.
o Has open, relaxed format.
o Encourages applicant to talk.
o Is used in evaluation interviews.
Stress interview.
o Reveals applicant's reaction to tough situations.
o Consists of pointed questions, critical comments, hostile reactions.
Preemployment tests attempt to provide an objective, quantitative measure of an
applicant's qualifications.
Preemployment tests try to measure either skills or psychological characteristics.
Two things employers look for in an applicant:
o Suitability for job.
o Good fit with organization.
Qualifications for the job consist of (1) the right functional and technical skills, and (2) the
right personality type.
A good fit with the organization consists of
0. physical style (clothes, grooming, mannerisms)
1. age and maturity
2. personal interests and hobbies
3. attitudes and values.
In a job interview, applicants need to look for answers to seven questions:
o Are these my kind of people?
o Can I do this work?
o Will I enjoy the work?
o Is the job what I want?
o Does the job pay what I'm worth?
o What kind of person would I be working for?
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What sort of future can I expect with this organization?
How to prepare for a job interview:
o Do some basic research on company and industry.
o Think ahead about questions.
o Bolster your confidence.
o Polish your interview style.
o Plan to look good.
o Be ready when you arrive.
In an interview, expect to be asked about your strengths, weaknesses, education,
experience, values, career goals, and expectations.
Think about responses to likely questions.
Prepare a list of questions to ask interviewer:
o Warm-up question to break the ice.
o Mix of various types of questions (open, direct, indirect).
o Questions that are easy to answer.
To bolster your confidence.
o Think about your strengths, not your weaknesses.
o Minimize or offset your shortcomings.
o Remember that the interviewer is only human.
o Defuse nervousness by analyzing its source.
o Rehearse.
o Prepare props to take to interview (copy of resume, information about employer,
samples of work).
o Avoid nervous mannerisms.
Practice mock interviews to polish your style.
Avoid these flaws:
o Shrinking in presence of authority.
o Seeming too "laid back."
o Talking too much or too little.
o Being overwhelming.
Nonverbal behavior and vocal characteristics can be improved through analysis and
practice as well.
Appearance is an important element in an interview:
o Dress conservatively.
o Check out organization's dress style in advance.
o Be well groomed.
o Stand up straight.
o Smile.
Readiness is a matter of
o Carrying copies of your resume and job-related papers.
o Checking route to interview site and arriving on time.
o Being patient and pleasant if you have to wait.
The correct approach to an interview depends on the stage in the process:
0. Screening interview: differentiate yourself form other candidates; telegraph
"headline".
1. Initial selection interview: broaden sales pitch; emphasize your three or four best
qualifications; gather information on employer.
o
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
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2. Final interview: determine psychological fit; clinch deal on favorable terms.
Three stages in every interview: (1) warm-up, (2) question-and-answer stage, (3) close.
The warm-up is important because 50 percent of the interviewer's decision is made within
the first 30 to 60 seconds; focus on using body language effectively.
In the question-and-answer stage,
o Think before you answer.
o Ask questions to show interest and obtain information.
o Listen attentively.
o Pay attention to interviewer's body language.
In the close,
o Evaluate your performance and correct any misconceptions.
o Watch for signs that time is up.
o If you get a job offer, ask for time to make decision.
o Let the interviewer mention salary.
o Negotiate, if you are in strong position and the organization is flexible.
Some tips on negotiating:
o Test employer's flexibility on salary and benefits.
o Evaluate strength of your bargaining position.
o Consider noncash benefits.
Take notes immediately after each job interview:
o Write down names and titles of interviewers.
o Summarize answers to your questions.
o Evaluate your own performance.
FOLLOWING UP AFTER THE INTERVIEW
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A thank-you message
o Should be sent within two days after interview.
o Can be letter or telephone call.
o Demonstrates interest and sets you apart from other candidates.
o Should be brief and organized using direct approach.
o Should exhibit "you" attitude.
An inquiry following a job interview
o Can be letter or phone call.
o Should be sent after decision date promised by interviewer or two weeks after
interview.
o Is especially appropriate if you have another offer.
o Should be organized to follow direct approach.
A request for a time extension
o Is appropriate when you receive offer but need time to complete other interviews.
o Should be organized like direct request.
o Should begin with friendly opening.
o Should ask for extension but emphasize your interest in position.
o Should close with request for response and indicate willingness to compromise.
A letter of acceptance
o Should be sent within five days of job offer.
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Should open with good news, cover necessary details in middle, and conclude
with look toward future.
A letter declining a job offer should use the bad-news plan, opening with a buffer and
closing with an expression of gratitude.
A letter of resignation should also use the bad-news plan, opening with a favorable,
appreciative buffer; mentioning the date that the resignation is effective; and closing on a
cordial note.
o
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CHAPTER 1 EXERCISES
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True/False
1. The formal communication network is an unofficial but important part of any organization.
2. The more links in the formal communication chain, the greater the opportunity for distortion
of messages.
3. Large companies, by necessity, must establish a hierarchy with many levels.
4. Most of the information that flows downward in an organization is geared toward helping
employees do their jobs.
5. Upward communication in an organization is just as important as downward
communication.
6. The "grapevine" is another name for formal horizontal communication within an
organization.
7. Instead of trying to eliminate the grapevine, sophisticated companies minimize its
importance by making certain that the official word gets out.
8. Successful managers avoid the temptation to tap into the grapevine.
9. Public relations messages are not openly sponsored and paid for by the company; instead,
they are carried by the media when they are considered noteworthy.
10. One high-profile function of the PR department is to help management plan for and
respond to crises.
Multiple Choice
11. The best way to improve your own and your company's effectiveness is to (A) listen
carefully to your superiors; (B) agree with your boss as much as possible; (C) get to know
the "power" employees; (D) make sure that you receive, use, and pass on all messages
required to help your group function well.
12. A manager's basic role is to (A) make and carry out decisions; (B) attend meetings and
make speeches; (C) pass little gems of information along to junior employees; (D)
coordinate external communication sources.
13. Flat communication structures (A) increase the number of levels in the organization; (B)
require fewer people to report to the same supervisor; (C) reduce the number of levels in
the organization; (D) restrict the communication between employees of different
departments.
14. Managers' over-dependence on formal communication channels can result in (A)
increased employee flexibility; (B) condensed lines of authority; (C) information overload;
(D) distorted information.
15. A sales manager giving instructions to a salesperson is an example of (A) upward
communication flow; (B) downward communication flow; (C) horizontal communication
flow; (D) informal communication flow.
16. Formal methods for channeling information upward include (A) group meetings; (B)
interviews with employees who are leaving the company; (C) formal procedures for
resolving grievances; (D) all of the above.
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17. The sales manager writing a memo to the vice president of finance is an example of (A)
upward communication flow. (B) downward communication flow; (C) horizontal
communication flow; (D) informal communication flow.
18. Horizontal communication flow is (A) only implemented through advanced technology; (B)
only important if the company is very large; (C) crucial; (D) less important today than it was
in the past.
19. A casual conversation between co-workers is an example of (A) upward communication
flow; (B) downward communication flow; (C) interdepartmental communication flow; (D)
informal communication flow.
20. How much of the information that travels along the grapevine actually pertains to
business? (A) almost none of it; (B) half of it; (C) more than three-quarters of it; (D) none of
the above.
21. Cultural diversity in the domestic workplace (A) is one result of firms hiring more and more
employees whose cultural backgrounds differ; (B) is less important than cultural diversity in
foreign countries because the cultural differences within a county are less significant. (C)
will be nonexistent by the turn of the century. (D) has nothing in common with cultural
diversity across national borders.
22. One result of ever-changing technology in the workplace is (A) a decrease in the speed of
communication. (B) a decrease in the amount of information to be processed. (C) a
decrease in wages for white-collar workers. (D) an increase in the speed of
communication.
23. When you use an audience-centered approach to communication, you (A) ignore ethical
questions completed. (B) keep your audience in mind at all times while communicating. (C)
get your own way, even if it isn't beneficial to your audience. (D) tell jokes and stories.
24. Which of the following contributes to effective organizational communication? (A) a small
organization (B) state-of-the-art equipment (C) efficient flow of messages (D) all of the
above
25. The term corporate culture refers to (A) the number of organizational levels within a
corporation. (B) the extent to which corporations dominate a particular culture (C) the
mixture of values, traditions, and habits that give a company its atmosphere or personality
(D) a company's sponsorship of cultural events.
Short Answer
1.
2.
3.
4.
5.
6.
7.
8.
9.
How does communication affect your business future?
How do organizations use internal communication?
What are the differences between formal and informal communication channels?
Describe the two departments responsible for external communication in most
organizations.
How can companies communicate successfully in a crisis?
What is meant by "fostering an open communication climate"?
How can you determine communication is ethical?
What are some of the difficulties involved in intercultural communication?
What is meant by "use an audience-centered approach to communication"?
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CHAPTER 2 EXERCISES
True/False
1. The most basic form of communication is nonverbal.
2. Although nonverbal cues had significance in primitive times, they have little value in
today's sophisticated world of communication.
3. All gestures mean the same thing in every culture.
4. Verbal communication has more impact than nonverbal communication.
5. If a person were to say one thing but transmit a conflicting nonverbal signal, we would
probably believe the verbal message.
6. People spend more time receiving information than transmitting it.
7. The formality of a situation is one important factor in choosing a transmission channel.
8. Business messages contain only a content meaning.
9. When formulating business messages, you should bear in mind that you're communicating
both as an individual and as a representative of your organization.
10. do not give your audience a preview of the topics you intend to cover if some of your ideas
are controversial.
11. Especially in business environments, it is important to keep messages brief and to the
point.
12. Receivers are more likely to understand and accept your message if you show how new
ideas relate to familiar ones.
13. Feedback is easy to get regardless of the transmission method you choose.
Multiple Choice
1. Compared to nonverbal communication, verbal communication (A) is more structured; (B)
is more spontaneous; (C) has more impact; (D) is more reliable.
2. The aspect of communication that is relatively easy to control is your (A) facial expression;
(B) vocal characteristics; (C) choice of words; (D) body language.
3. In the first step of the communication process, (A) the sender decides what to say; (B) the
sender has an idea; (C) the sender chooses a medium of transmission; (D) the sender
transmits the message.
4. You must take into account the message you want to convey, the location of your
audience, the need for speed, and the formality of the situation when choosing (A) a
communication channel; (B) a communication purpose; (C) what to wear (D)gestures and
facial expressions.
5. The final link in the communication chain is (A) sending the message; (B) receiving the
message; (C) giving feedback to the sender; (D) interpreting the message.
6. Communication is effective only when (A) the sender has a meaningful idea; (B) the idea
becomes a message; (C) the message gets transmitted; (D) each step of the
communication process is successful.
7. Indecision about message content, lack of familiarity with the situation or receiver, and
difficulty in expressing ideas are problems you might encounter when (A) formulating a
message; (B) sending a message; (C) receiving a message; (D) interpreting a message.
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8. Someone who has trouble putting thoughts into words (A) can forget about a career in
business; (B) can avoid jobs that require a great deal of communication; (C) can make an
effort to take courses or undertake a self-study program to overcome this problem; (D) will
have little trouble succeeding in today's business world.
9. The most extreme example of how backgrounds can impede communication occurs when
the communicators (A) are different ages; (B) are of different social status; (C) come from
different countries or cultures; (D) have opposing political views.
10. Composing a business message is made more complex by (A) conflicts between the
writer's personal views and the demands of the organization; (B) dry or difficult subject
matter; (C) difficult working conditions; (D) all of the above.
11. Which of the following is not a principal quality of successful communicators? (A)
credibility; (B) aggression; (C) congeniality; (D) control.
12. The best way to create messages carefully is to focus on (A) your delivery; (B) your style
and tone; (C) your audience; (D) your appearance.
13. If feedback is important to you, (A) stick with a written message; (B) plan how and when to
accept it; (C) avoid people who might have negative comments; (D) do all of the above.
Short Answer
1.
2.
3.
4.
Explain the four channels of verbal communication.
Identify the steps in the communication process.
Discuss at least two communication barriers and how you can overcome them.
List three things you can do to improve communication.
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CHAPTER 3 EXERCISES
True/False
1. The globalization of business has come to a halt with the rise in international political
tensions.
2. Cultural diversity is the degree to which a population is made up of people from various
national, ethnic, racial, and religious backgrounds.
3. Distinct groups that exist within a major culture are referred to as subcultures.
4. A U.S. executive visiting the Middle East is correct to assume that a cramped and modest
office indicates a lack of status.
5. Differences in body language are a major source of misunderstanding during intercultural
communication.
6. In many parts of Latin America and Asia, keeping your eyes lowered is a sign of respect.
7. From culture to culture, what is considered legal and ethical varies widely.
8. Even when dealing with a business person who speaks your language, it's a mistake to
assume that person understands everything you say.
9. Many multinational companies offer language-training programs for employees.
10. By reacting ethnocentrically, you emphasize the distinctions between your own culture and
another person's culture.
11. Cultures differ in their tolerance for open disagreement.
12. If you don't have the time or the opportunity to learn a new language, your learning just a
few words is considered insulting in most cultures.
13. In general, when writing to someone in another country, U.S. business people should be
somewhat more formal than they would be when writing to people in their own country.
Multiple Choice
1. More and more companies are moving into the global marketplace, searching for new
sources of (A) money; (B) customers (C) materials (D) all of the above.
2. to overcome cultural barriers to effective communication, you must first learn the true
meaning of (A) complexity. (B) composition. (C) culture. (D) all of the above.
3. The greater the difference between the sender's culture and the receiver's culture, the
greater the chance for (A) humor. (B) misunderstanding. (C) delay. (D) apathy.
4. By and large, people in the United States (A) value creating jobs more than working
efficiently. (B) believe that people who work hard are no better than those who don't work
hard. (C) dislike poverty and value hard work. (D) condemn materialism and prize a
carefree lifestyle.
5. When it comes to decision-making customs, U.S. executives (A) try to reach decisions as
quickly and as efficiently as possible. (B) prefer to make their deals slowly, after much
discussion. (C) spend a lot of time on each little point to display their good faith. (D) arrive
at decisions through consensus, after an elaborate and time-consuming process.
6. During a business conversation, people in the United States and Canada usually stand (A)
less than twelve inches apart. (B) about five feet apart. (C) about eight feet apart. (D) more
than twelve feet apart.
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7. When you violate informal rules of social behavior, members of a culture (A) can usually
explain why they feel upset. (B) may not be able to explain why they feel upset. (C) are
unlikely to notice such an unimportant mistake. (D) will cheerfully correct your oversight
and quickly forget the incident.
8. People who use English as a second language can still have problems with (A)
vocabulary. (B) pronunciation. (C) usage. (D) all of the above.
9. which of the following sentences contains an idiomatic expression? (A)Our product does
not operate properly. (B) Our product doesn't cut the mustard. (C) Our product hasn't done
as well as expected. (D) Our product could end up costing us dearly.
10. When speaking in English to people who speak English as a second language, (A) forget
about feedback, just make sure you get your message across. (B) repeat your sentences
often, a little louder each time. (C) try to eliminate noise by pronouncing words clearly. (D)
use plenty of adjectives such asfantastic and fabulous.
11. When you react ethnocentrically, you (A) assume that others will act the same way you do.
(B) recognize the differences that exist between your culture and that of another. (C) focus
on the possibility that your words and actions will be misunderstood. (D) do all of the
above.
12. Taking responsibility for communication means (A) not assuming it's the other person's job
to communicate with you. (B) taking the initiative to greet new people in new situations. (C)
admitting the mistakes you make when communicating across cultures. (D) having the
ability to blame step right person when communication breaks down.
Short Answer
1.
2.
3.
4.
Define culture.
Discuss three of nine ways people can differ culturally.
Briefly tell how one would learn about a different culture.
Discuss three or four general skills to help communicate in any culture.
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CHAPTER 4 EXERCISES
True/False
1. Although technology gives business communicators more options, it also requires more
decisions and more skills.
2. When you need to convey emotion and excitement, delivering your message in person
might be best.
3. Sometimes the way you need to present your document will dictate which tools you use.
4. When using databases to find information, you can use statistical analysis software to sort
through numerical data.
5. With the right equipment, you can use your computer to add full-color pictures and sound
recordings to your documents.
6. Because computers have become so powerful, grammar checkers can easily determine
whether your document states your message correctly and communicates it clearly.
7. E-mail is created, transmitted, and read entirely on computers.
8. Companies could easily live without telephones now that computers provide e-mail and
word processing.
9. Unlike most other aspects of communication, technology has not really changed the way
business people use their phones.
10. businesses and individuals who don't have e-mail, fax machines, and other technological
tools tend to be left out of the communication flow.
Multiple Choice
1. Because technology gives you so many more options (such as word processors, laser
printers, fax machines, teleconferenceing, e-mail, etc.), (A) you no longer have to think
about what you are going to say and how you are going to say it. (B) you no longer have to
decide which technological tools to use for communicating your ideas. (C) the choices you
have to make as a communicator are more complicated. (D) all of the above are true.
2. the predominant tools for creating printed documents are (A) databases. (B) wordprocessing software. (C) CD-ROMs. (D) pen-based computers.
3. Whether the information you need can be found inside or outside your company, you may
need to consult collections of facts, known as (A) scanners. (B) local area networks. (C)
databases. (D) dictation systems.
4. One way e-mail has changed the style of business communication is (A) to decrease the
flow of information within the organization. (B) to increase the formality of business
communication with special attention to format and document design. (C) to increase
internal communication by opening new channels of communication inside the
organization. (D) to decrease the amount of contact between lower-level employees and
upper-level management.
5. Communication technology can directly boost profits because (A) it costs less to purchase
the equipment necessary for effective communication. (B) it allows people with no
technical experience to apply for jobs. (C) it increases the pressure on business people to
perform. (D) it costs less for people to produce and distribute messages and documents.
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6. Technology has at least two drawbacks: (A) speed and accessibility. (B) competition and
information flow. (C) complexity and expense. (D) efficiency and dependability.
Short Answer
1. What are the benefits and the limitations of spell checkers and grammar checkers?
2. Discuss four ways technology is changing business communication.
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CHAPTER 5 EXERCISES
FILL-INS
1. During the __________ stage of the composition process, you define your purpose,
analyze your audience, and select the channel and medium for the message.
2. The composition process is affected by collaboration and __________.
3. The three general purposes of business messages are to __________, to __________, or
to __________ with the audience.
4. Besides a general purpose, each business message has a specific __________.
5. Developing an __________ __________ involves asking yourself such key questions as
who the potential audience members will be and how they are likely to react to your
message.
6. If your audience is unfamiliar with you, you need to devote part of your message to
establishing your __________.
7. The key to effective communication is determining your audience's __________ and then
responding to them.
8. Messages that are intended to persuade audience members to change their beliefs or
actions must satisfy the audience's __________ needs.
9. The central point or theme of a message is its __________.
10. The broad subject of a message is its __________.
11. The storyteller's tour, FCR worksheet, and question-and-answer chain are all methods of
_________.
12. You can now select not only from the traditional channels of oral and written
communication but also from the newer channel of __________ communication.
13. Telephone calls, interviews, seminars, and speeches are all types of __________
communication.
14. The most common forms of written business communication are __________.
TRUE/FALSE
1. The three categories of steps involved in preparing a business message are
planning, composing, and revising.
2. The composition process is flexible, not a fixed prescription of sequenced steps.
3. During the planning stage of preparing a business message, you commit your
thoughts to words.
4. When planning a business message, analyze the audience.
5. The use of computers in the workplace lessens the feasibility of collaborative
writing.
6. Because business messages are often composed under pressure, scheduling has
no meaning and no effect on the composition process.
7. When devising a realistic schedule for producing a business message, you should
allot two-thirds of the time for revising.
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8. In addition to having a general purpose, business messages also have a specific
purpose.
9. The specific purpose of a message is best left up to the receiver to determine.
10. Once you have established your purpose, it's best to consider whether it is worth
pursuing at this time.
11. There is no point in sending a message if its purpose isn't realistic.
12. A message that involves getting people to change their ideas or actions is doomed
to failure and should not be sent in the first place.
13. The best person to deliver a message is always the one who prepared it.
14. No matter how you feel personally about a situation, your communication reflects
your organization's priorities.
15. Large and small audiences behave in much the same ways.
16. The larger an audience, the more diverse its members are likely to be.
17. When several people will be receiving your message, you aim it at the decision
makers.
18. When you expect a favorable response to your message, you don't need to include
any supporting evidence.
19. If you and your audience share the same general background, it is likely that
audience members will understand your material.
MULTIPLE CHOICE
1. A good way to test the thoroughness of your business message is to check it for
o a main idea.
o a purpose.
o answers to who, what, when, where, why, and how.
o accuracy.
2. If you make an honest mistake, such as giving incorrect information, the best thing
to do is
o take no action.
o blame someone else.
o contact the primary audience immediately and correct the error.
o start looking for a new job.
3. When meeting your audience's informational needs, you emphasize ideas
o of greatest interest to the audience.
o that are uncontroversial.
o that will have the least impact on the audience.
o that don't need supporting evidence.
4. When people hear something that conflicts with their existing ideas, they
o usually remain open to what the communicator has to say.
o tend to pay more attention to the message.
o tend to resist the message
o always ask many questions
5. If your message is intended to change beliefs or behavior, you must satisfy the
audience's
o informational needs.
o motivational needs.
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practical needs.
social needs.
When you are preparing a message for businesspeople, remember that your
audience may
o have little time.
o be distracted.
o give your message low priority.
o all of the above may be true.
Making your message as convenient and brief as possible will satisfy your
audience's
o information needs.
o motivational needs.
o practical needs.
o social needs.
When sending a long written message, it is best to
o advise the receiver to set aside a block of time to devote to reading it.
o begin with a summary of key points and make important information stand
out.
o not include distracting subheadings or visuals.
o do all of the above.
The main idea of a business message must
o cover a broad subject.
o have an emotional component.
o motivate the intended audience.
o be neutral.
The main idea of a message is
o the "hook" that sums up why a particular audience should do or think as you
suggest.
o the broad subject of a message.
o identical with the topic.
o all of the above.
When you use an FCR worksheet, you are using a technique of brainstorming that
involves
o consulting friends, colleagues, and in-house reports.
o making a list of everything that pops into your head as you think about your
message.
o visualizing the relationships among your findings, your conclusions, and
your recommendations.
o assigning columns and numbers to a group of questions and answers
related to your message in order to rank their importance.
You should restrict the number of major points in your message to
o three or four, regardless of how long the message is.
o three for short messages, four or five for medium-length messages, and six
or seven for longer messages.
o one if the message is oral and two if it is written.
o as many as you want if your audience is knowledgeable about the topic.
The chief advantage of oral communication is
o
o
6.
7.
8.
9.
10.
11.
12.
13.
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the ability to plan and control the message.
the opportunity to meet an audience's information needs.
the ability to transmit highly complex messages.
the opportunity for immediate feedback.
14. A written message is preferable to an oral one when
o immediate feedback is desired.
o the audience is large and geographically dispersed.
o the message is relatively simple.
o the information is controversial.
15. In general, use electronic communication
o for speed.
o to overcome time-zone barriers.
o to reach a widely dispersed audience personally.
o in all of the above situations.
o
o
o
o
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CHAPTER 6 EXERCISES
FILL-INS
1. Messages that suffer from problems with content, grouping, or sequence lack good
__________.
2. In a well-organized message, the subject and __________ are clear, and all information is
related to them.
3. An __________ or a schematic diagram will help you visualize the relationship among
parts of a message.
4. The __________ between ideas help audiences understand how your thoughts are
related.
5. One schematic approach to planning a message is the __________ __________.
6. In the __________ approach to organizing a message, the main idea comes first, followed
by the evidence.
7. In the __________ approach to organizing a message, the evidence comes first, and the
main idea comes later.
8. The __________ approach is effective for messages that will either please the reader or
cause no particular reaction.
9. The __________ approach is best for bad-news and persuasive messages.
10. __________ reports or presentations are messages designed to impart nothing more than
facts.
11. You can vary your __________ (sentence structure and vocabulary) to achieve a suitable
__________ (overall impression).
12. Using a __________ attitude allows you to establish empathy with your audience.
13. Instead of using harsh, unpleasant terms, use mild words, or __________.
14. When you communicate with people outside your organization, you need to be sure to
project the right __________ for your company.
MULTIPLE CHOICE
1. Which of the following is not one of the common faults responsible for most of the
organizational problems in business messages?
o The writer includes irrelevant material.
o The writer gets to the point too soon.
o The writer presents ideas in illogical order.
o The writer leaves out necessary information.
2. One of the basic rules of good organization is that
o all of the information is related to the subject and purpose of the document.
o the main points are in chronological order.
o the document has a "you" attitude.
o the document follows the direct plan.
3. One purpose of good organization in business messages is to
o impress the audience.
o keep employers happy.
o improve the likelihood that the audience will understand the information.
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give the sender satisfaction for a good job well done.
Which of the following is not one of the benefits of a well-organized message?
o It makes the message more acceptable to the audience.
o It saves the audience's time.
o It ensures that the audience will agree with the message.
o It helps the audience understand the message.
Eliminating superfluous information from your message will
o result in a dry, boring message.
o save the audience's time.
o make the message seem incomplete.
o do all of the above.
Achieving good organization is a two-step process: defining and grouping ideas and then
o establishing the sequence of ideas.
o writing the first draft.
o defining the purpose.
o choosing the channel and medium.
An outline
o is the only valid method for organizing the information in a business
communication.
o is unnecessary for most kinds of business messages.
o is the best technique for helping you establish both your purpose and your main
idea.
o can be as simple as jotting down three or four points on the back of an envelope.
When preparing an "organization chart" to help organize a message, you begin with
o the main idea.
o the major points.
o supporting evidence.
o whatever you want to begin with.
Everything in a well-written business message
o is included in the outline.
o either supports the main idea or explains its implications.
o is entertaining.
o does all of the above.
The specific evidence included in a business message
o is as abstract as possible.
o is minimal if your subject is complex or unfamiliar.
o is enough to be convincing but not so much that it is boring.
o is all of the same type, such as examples or statistics.
Which of the following is not a type of detail used to support a major point in a message?
o facts and figures
o visual aids
o case examples
o the "you" attitude
It is better to use the indirect approach if your audience will
o have a positive reaction.
o be neutral about what you have to say.
o be displeased by what you have to say.
o
4.
5.
6.
7.
8.
9.
10.
11.
12.
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be above you in the hierarchy.
13. When writing a direct request to an interested and willing audience, you
o start with an attention-getter to capture the audience's interest.
o use a buffer in the first paragraph, and take the time to introduce your request
gradually.
o explain the details of your request immediately, then lead up to your main point.
o start with the main point, and then follow up with specific details of the request.
14. It is preferable to use the direct approach with
o routine, good-news, and goodwill messages.
o bad-news messages.
o persuasive messages.
o all of the above.
15. When you have bad news to convey, it is a good idea to
o put the bad news at the beginning of your message, thus getting it out of the way
immediately.
o begin with a neutral statement that leads to the bad news gradually.
o put the bad news at the very end of your message.
o put off communicating the bad news in hopes the person will get the bad news
from someone else.
o
TRUE/FALSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Routine messages call for the direct approach.
The most persuasive messages are those that take the direct approach.
In general, the direct approach is used for informational reports and presentations.
Analytical reports and presentations are designed to lead the audience to a specific
conclusion.
Analytical reports can be arranged sequentially, chronologically, spatially, geographically,
or categorically.
Once you prepare your outline, you do not deviate from it when writing the draft.
When preparing your first draft, you are not concerned about style or tone.
When addressing a message to someone of higher rank, it is best to keep a respectful
tone.
Enlivening business messages with humor will always please your readers, especially if
they don't know you very well.
When writing memos to higher-level employees, flattery is recommended.
Bragging about your company's accomplishments can be offensive to readers.
The "you" attitude refers to your always keeping in mind how business communication will
ultimately affect your career.
You cannot overdo the "you" attitude.
Any use of the word "you" in a business communication is an indication of the "you"
attitude.
The "you" attitude is avoided when you are assigning blame for a problem.
Emphasizing the positive side of your message shows sensitivity to your audience.
85
17. When someone makes a mistake, you avoid dwelling on his or her failure and instead
focus on how the person can improve.
18. Avoid using euphemisms because they are inherently dishonest.
19. Your audience's belief in your competence and integrity is not important; it is the content of
your message that counts.
20. To build credibility, promise only what you can do and then do what you promise.
21. Giving your readers general compliments such as "You are doing a great job" will enhance
your credibility with them.
22. Being too modest can reduce your credibility with your audience.
23. Even when dealing with someone who has made you angry and frustrated, you maintain a
polite, courteous tone.
24. Written communication generally requires more tact than oral communication.
25. Most managers accept the first draft of letters and memos written for them by
subordinates, and rarely do such messages need more than one revision.
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CHAPTER 7 EXERCISES
True/False
1. When revising business messages, try to go through your document three times: once for
content and organization, one for style and readability, and once for mechanics and
format.
2. The middle section of a message has the greatest impact on the audience.
3. Conjunctions, prepositions, articles, and pronouns are all types of content words.
4. Well-written business messages contain very few compound or compiles sentences.
5. Most business writing has an average sentence length of 20 words or fewer.
6. "Consensus of opinion," "at the present time," and "until such time as" are all examples of
expressions that could be replaced with single words.
7. The phrase "attached herewith" is considered standard modern usage in business letters.
8. The subject and predicate of a sentence are kept as close together as possible.
Multiple Choice
9. When revising business messages, you (A) edit long reports only; it is a waste of time to
edit short messages that will be read quickly and discard. (B) edit for content and
organization as well for style, readability, mechanics, and format. (C) have someone else
do your editing. (D) edit your material as soon after writing it as possible.
10. When editing for content and organization, pay special attention to (A) grammar and
usage. (B) punctuation and spelling. (C) the beginning and ending of the message. (D)
style and tone.
11. Which of the following are functional words? (A) into, and, the (B) bath, baby, rattle (C)
give, shake, wash (D) nice, wet, quickly
12. The connotative meaning of a word is (A) its dictionary meaning. (B) its literal meaning. (C)
all the associations and feelings the word evokes. (D) its object meaning.
13. Which of the following words are the most abstract? (A) kiss, rose, house (B) red, sharp,
piercing (C) kick, sniff, tickle (D) love, beauty, innocence
14. Which of the following sentences contains the strongest and most effective wording? (A)
"Given the parameters of the situation, the most propitious choice would be to make
adjustments in certain budget areas." (B) "We need to cut the operating budget by 12
percent or profits will plummet." (C) "Someone's going to need to do some budget cutting
around here or heads will roll." (D) "Perusal of budgetary figures reveals that a 12 percent
reduction in operations is called for it we are to stave off a negative impact on profits."
15. Which of the following sentences contains a camouflaged verb? (A) "Some do; others
don't." (B) "She is a marketing but also serves as ad manager." (C) "It is John's
recommendation that she be hired." (D) "He slowly, deliberately added the numbers."
16. Which of the following sentences contains biased language? (A) "The school lunch
program was set up for disadvantaged Asian children." (B)"Disabled workers face many
barriers on the job." (C) "Discrimination has been with us since the dawn of the human
race." (D) "Colleen Dewhurst, an actor on both stage and screen, will be spokesperson for
the campaign."
87
17. Which of the following is a compound sentence? (A) "David is a good worker, and he
deserves a raise." (B) "Because David is a good worker, he deserves a raise." (C) "David,
a good worker, deserves a raise." (D) "Having been a good worker, David will no doubt
receive a raise."
18. A complex sentence is one characterized by (A) two independent clauses joined by a
coordinating conjunction. (B) a single subject and a single predicate plus a modifying
phrases. (C) two or more independent clauses along with all modifying phrases. (D) an
independent clause and one or more dependent clauses related to it.
19. Short sentences are best for (A) emphasizing important information. (B) grouping or
combining ideas. (C) showing relationships among ideas. (D) summarizing or previewing
information.
20. Using the passive voice makes sense when (A) you want to be diplomatic in pointing out a
problem or error. (B) you want your sentence to be easier to understand. (C) you need to
make your sentences shorter. (D) you want to emphasize the subject.
21. "Government task force report recommendations" is an example of (A) redundancy. (B) a
dangling modifier. (C) a dependant clause. (D) stringing together a series of nouns.
22. A paragraph developed by cause and effect (A) points out similarities or differences
between ideas. (B) gives the reasons for something. (C) gives examples that illustrate the
general idea. (D) shows how a general idea is broken into specific categories.
23. How is the following paragraph developed? "Improving our performance will be difficult this
year, given the slowdown in the economy. However, even though scales are relatively flat,
profits can be improved if we trim costs. The two most promising targets for improvement
are direct labor costs and overhead, because analysis of industry data suggests we are
above the average in both these categories." (A) by comparison (B) by classification (C) by
illustration (D) by discussion of problem and solution
24. When designing you document, avoid (A) cluttering your message with too many design
elements. (B) including too many decorative touches. (C) using too much highlighting. (D)
doing all of the above.
25. Grammar and spell checkers (A) help identify mistakes you may overlook on your own. (B)
do all your revision work. (C) catch the mistakes that computers leave behind. (D) do all of
the above.
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CHAPTER 8 EXERCISES
WRITING DIRECT REQUESTS
TRUE OR FALSE
1. Whenever you can assume that your audience will be interested in what you have to
say or be willing to cooperate with you, use the direct approach.
2. The direct approach works well when your request is routine and requires no
special tact or persuasion.
3. The best way to begin a direct request is by introducing yourself.
4. When making a direct request, you state what you want in the first sentence or two
and then follow with and explanation.
5. When making direct requests, you avoid such softening words and phrases as
"please" and "I would appreciate."
6. When a polite request begins with "Would you" or "Could you," it is always followed
by a question mark.
7. If the middle section of your request letter contains a series of questions, the most
important question is saved for last.
8. When writing a letter of request, avoid asking for information you can find on your
own, even if it would take you considerable time.
9. If you want accurate answers to your questions, you phrase them in a way that hints
at the response you want.
10. The middle portion of a direct request message explains why the request is
important and persuades the reader to satisfy it. >
11. A letter of request closes with a request for a specific response, an expression of
appreciation, and information on how the writer can be reached.
12. In the final section of a request message, thank the reader in advance for
cooperating.
13. Because of the potential amount of detail required, an order is considered a
particularly complex type of request.
14. Order forms from mail-order firms provide good models of what to include in order
letters
15. A completed, mailed order f form constitutes a legally binding offer to purchase.
16. To avoid miscalculation, you always leave it up to the supplier to determine the
amount you owe for an order.
17. When ordering a nonstandard item, it is especially important to include a thorough
and clear description.
18. Because of their simple organization, routine requests require little tact.
19. Writing routine requests is easy because tone and wording are not important in
such messages.
20. There is no reason to put requests to fellow employees in writing.
21. Routine requests written to fellow employees can take a more matter-of-fact
approach than outside correspondence.
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22. When you are writing a letter in response to an advertisement, it is a good idea to
mention where you saw the ad.
23. If you are requesting information from another business but not in response to an
ad, it is best to use the indirect approach.
24. Whenever you write to another business requesting information about its products,
always include a preaddressed, stamped envelope.
25. As long as your return address (or your company’s address) is on your mailing
envelope, you need not include it on a letter as well.
26. Routine requests for action written to people outside the company sometimes
include several paragraphs of explanation.
27. Even if past customers have no complaints, they will probably consider an inquiry
urging them to use an idle credit account to be offensive.
28. Dissatisfied customers rarely tell others about their displeasure.
29. Most companies are reluctant to grant claims or make adjustments because doing
so sets a bad precedent.
30. A written claim letter is preferable to a phone call or visit because it documents the
customer’s dissatisfaction.
31. The person in an organization who receives and reads claim letters is rarely the one
responsible for the problem.
32. When writing a claim letter, assume that a fair adjustment will be made.
33. A claim letter or request for adjustment follows the indirect plan.
34. When responding to claim letters, companies usually accept the customer’s
explanation of the problem.
35. It’s best to back up all claims and requests for adjustments with invoices, sales
receipts, and so on; send copies to the company and keep the originals.
36. When writing a claim letter, focus on expressing your dissatisfaction and let the
company decide what action to take to deal with your complaint.
37. A request for credit always takes the indirect approach.
38. Any business requesting credit from a supplier should be prepared to furnish a
financial statement.
39. A business wishing to buy on credit can usually make the request for credit when
submitting its first order to the supplier.
40. A request for credit does not mention the possibility of future business.
MULTIPLE CHOICE
1. When making a direct request, you begin with
o an indication of the importance of your request.
o a statement of who you are.
o a clear statement of the main idea of your request.
o a question.
2. When making a direct request, you
o use the inductive plan
o expect a favorable response.
o demand immediate action.
o do all of the above.
90
3. Which of the following is a polite request and therefore followed by a period rather
than a question mark?
o Which of these products do you prefer
o do you still have the receipt.
o is Henry Burris a well-qualified applicant.
o would you send me your latest price lists
4. In the middle section of a direct request message, you
o call attention to how the reader will benefit from granting your request.
o give details of your request.
o ask only questions that are central to your main request.
o do all of the above.
5. When asking many people to reply to the same questions, it’s best not to
o word the questions so that they can be answered yes or no.
o provide respondents with a form.
o Ask some open-ended questions.
o Include boxes for checking answers.
6. When closing a direct request, you
o thank the reader in advance for helping you.
o mention your own qualifications or status.
o request a specific response and mention the time limits.
o indicate the consequences of a failure to reply.
7. A good beginning for an order letter would be
o Please send the following items.
o Hi! My name is Louise Sjoberg and I’d like to place an order.
o Enclosed is a check for $62.40.
o Do you offer discounts for quantity purchases?
8. When ordering items from a supplier you have never used before,
o always put the order in letter form; never use an official order blank.
o remember that your order letter constitutes a legal and binding offer to
purchase goods.
o never include payment but do ask for a credit application.
o do all of the above.
9. When placing an order, providing complete identification of the item(s) you want
o is necessary only when dealing with a new company.
o is required by law.
o is a good way to prevent errors in filling your order.
o is a waste of time.
10. When sending money with an order, you should
o always send cash.
o always use a preprinted order form.
o mention your preference for COD orders in the future.
o mention the amount of payment and explain how it was calculated.
11. When ordering nonstandard items, you
use the indirect approach.
o
use only the official order form.
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include a complete description of the items.
call instead of write.
Routine requests
o need not be tactful if they are brief.
o follow the inductive format.
o may go to hundreds or even thousands of people and thus have major
potential for creating a good impression or causing ill will.
o are always made orally.
When requesting routine information from others within your company, you should
o use the indirect approach.
o stick to oral communication.
o avoid any mention of deadlines.
o start with a clear statement of your reasons for writing.
A well-written request in memo form
o provides a permanent record.
o saves time and questions.
o tells precisely what is needed.
o does all of the above.
When responding to an advertisement, you
o include a letter in addition to filling out a coupon or a response card.
o include a stamped, preaddressed envelope.
o indicate where you saw or heard the ad.
o use the indirect approach.
If your letter of inquiry is not prompted by an advertisement, you
o use an indirect approach.
o expect to wait longer for a reply
o supply more details than if you were responding to an ad.
o use a deferential tone.
When writing a request to customers and other outsiders, it is a good idea to spell
out
o the consequences of failure to reply.
o what information or action is being requested.
o you company’s policy regarding direct mailings.
o any abbreviations you use in the body of the letter.
Individuals outside an organization might respond more readily to a request if they
are told
o how the request benefits them.
o how many others have replied favorably.
o how easy it will be to say yes.
o why they have been selected.
Businesses have found that making routine requests to former customers
o antagonizes them.
o worries them.
o has no effect.
o helps reestablish communication.
Customers responses to routine requests can provide companies with
o profit and loss statements.
o
o
12.
13.
14.
15.
16.
17.
18.
19.
20.
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insights into ways to improve products and services.
insider information.
none of the above.
When making routine requests to individuals rather than businesses,
o include a stamped, preaddressed envelope to encourage a response.
o handwrite the envelopes so that the customer won’t think the letter is junk
mail.
o make the letter at least two pages long.
o open with a flattering statement.
The tone of a claim or a request for adjustment is
o angry and belligerent.
o firm and inflexible
o humorous.
o businesslike and unemotional.
When writing a claim letter, the best way to begin is by
o complimenting the company for past service.
o providing a detailed description of the faulty merchandise
o stating the problem clearly and specifically.
o threatening legal action if you do not receive a favorable adjustment.
The middle portion of a claim letter provides
o any information that might help the adjuster verify your complaint.
o a review of past positive experiences you’ve had with the company.
o a straightforward statement of the problem that prompted your letter.
o hints about your plans for doing business with the company in the future.
When asking for an adjustment, it is generally a good idea to
o demand a written apology from the company for your records.
o suggest specific and fair compensation.
o threaten legal action if the matter is not resolved swiftly.
o adopt a belligerent, no-nonsense tone.
If you want to apply for credit from a supplier, you might
o send a letter along with your financial statement and balance sheet.
o write the store to request an application form.
o order some merchandise by mail and include a request for credit.
o do any of the above.
A request for business credit does not include
o the length of time you’ve been in business.
o the addresses of businesses where you have existing accounts.
o details bout your personal finances.
o any financial statement or balance sheet.
Mentioning the possibility of future business in a request for credit is
o a breech of business etiquette.
o often a good idea.
o never a good idea.
o only a good idea if you know the merchant well.
If you are applying for a job and need to supply your prospective employer with
references, you could ask for a letter of recommendation from
o a neighbor.
o
o
o
21.
22.
23.
24.
25.
26.
27.
28.
29.
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a close professional associate.
a casual friend.
none of the above would be an appropriate choice.
30. Letters of inquiry normally follow the
o indirect approach.
o Persuasive approach.
o Direct approach.
o Informational approach.
o
o
o
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CHAPTER 9 EXERCISES
True/False
1. Even when you know how to organize routine, good-news, and goodwill messages, they
are usually time consuming to compose.
2. The main idea in a routine, good-news, or goodwill message is usually placed in the
middle paragraph.
3. The opening of a positive message is clear and concise.
4. "I am pleased to inform you that . . ." is a good standard opening for a positive message.
5. The middle part is typically the longest section of a routine, good-news, or goodwill letter.
6. The tone of a routine, good-news, or goodwill letter is straightforward and blunt.
7. A routine positive message never contains negative information.
8. If you are not sure that your audience will respond favorably to your message, use the
indirect approach.
9. Routine, good-news, and goodwill letters leave readers with the feeling that the writer has
their personal welfare in mind.
10. "I am overjoyed to have been able to bring you this great news" is a good standard closing
for a positive message.
11. Few memos or letters are written in response to inquiries or requests for information.
12. Even if the answer to a request for information is straightforward, it is best to use the
indirect plan.
13. How quickly and thoroughly you answer a letter of inquiry will affect the way the letter's
author views your company and its products.
14. Complying with a request may be difficult, especially when the information requested is not
immediately at hand.
15. A letter written on letterhead stationery constitutes a legal document and binds the
company to any promises the writer makes.
16. A computerized form letter prepared with care may be more personal and sincere than a
quickly dictated "personal" reply to a request for information.
17. When answering requests that involve a potential sale, use the indirect approach.
Multiple Choice
1. Which of the following openings is the best way to respond to a request for information
about your company's product?
o "Enclosed herewith please find a catalog of the full product line available from
Techno Solutions."
o "We have received your request for information about Techno Solutions products
and in response are enclosing a copy of our catalog."
o "Here is the catalog of catalogs, the complete and total solution to each and every
one of the tiresome software applications problems that make your work days
long, frustrating, and unproductive."
o "Here's the copy of our catalog you requested: '101 Great Solutions to Software
Slip-Ups.' You'll find it's full of interesting and useful products designed to help you
maximize the benefits of your existing applications."
95
2. When answering requests for which no potential sale is involved, your goals are to answer
all questions honestly and completely, and to
o leave a favorable impression that prepares the way for future business or smooths
working relationships.
o create an opportunity to sell your company's product.
o be persuasive.
o use the indirect plan effectively.
3. When responding to a request from a fellow employee, you
o don't need to worry about making a good impression.
o can use a less formal tone.
o use the same tone you would use to respond to someone outside the company.
o do all of the above.
4. When responding to a customer complaint about one of your company's services, you
o soften the situation with excuses such as "Nobody's perfect" or "Mistakes will
happen."
o use a generous, grudging tone.
o use a standard form letter, with blanks left for filling in unique information in neat
handwriting.
o avoid blaming a specific individual or department for the problem.
5. The opening of a letter responding to a request for adjustment
o starts with flattery to soften the customer up.
o is "you" oriented.
o apologizes for the problem.
o promises that the problem will never happen again.
6. The closing section of a letter approving a credit application
o states the upper limit of the account.
o indicates due dates for payments and interest charges for unpaid balances.
o provides resale information and sales promotion.
o states credit terms in an authoritarian tone.
7. Recommendation letters
o follow the direct approach when the recommendation is generally positive.
o are written only for truly outstanding candidates with no serious shortcomings.
o are kept completely positive.
o do all of the above.
8. When writing a letter of recommendation, you
o include information that is directly related to the job being sought.
o show it to the job candidate before sending it to the person who requested it.
o overstate the candidate's abilities if he or she is a good friend and really wants the
job.
o make sure to include any negative stories you've heard about the candidate.
9. It may be unethical to omit negative information from a recommendation if
o the information is well-known in the workplace.
o the information is true and relevant.
o the applicant asks you to do so.
o the position is a high-ranking one.
10. If you have negative comments to express regarding the qualifications of a job candidate,
it's best to
96
keep them to yourself.
include others' criticisms to support your statements.
place your criticism in the context of a generally favorable recommendation.
state your opinion strongly, since it is protected by the First Amendment.
Directives and instructions are considered routine messages because
o readers are assumed to be willing to comply.
o they are so frequently written.
o they do not require specific action.
o they contain good news.
Directives and instructions
o are considered persuasive messages and follow the format for such messages.
o cover the basics of who, what, when, where, why, and how.
o assume that the reader already knows something about he process being
described.
o do all of the above.
News releases are
o typed on regular company letterhead.
o single spaced.
o written to match the style of the medium they are intended for.
o all of the above.
The purpose of goodwill messages is to
o make a sales pitch.
o convey good news about products and operations.
o enhance relationships with customers and other businesspeople.
o offer help to those in need.
A letter of appreciation can be sent to
o an employee who has made an important contribution to the company.
o a supplier who has done the company a special favor.
o a guest speaker for a meeting.
o all of the above.
o
o
o
o
11.
12.
13.
14.
15.
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CHAPTER 10 EXERCISES
True/False
1. When presenting bad news you need to help the reader understand that your unfavorable
decision is based on a business judgment, not a personal one.
2. You can help establish the right tone in a bad-news message by making liberal use of the
"you" attitude.
3. When using the indirect plan for a bad-news message, you present the reasons for your
decision before revealing the bad news itself.
4. You use a buffer to make the reader think that good news will follow.
5. You can start off the buffer to a bad-news message with the bad news itself as long as you
state it reasonably.
6. It's best to avoid using a know-it-all tone in a bad-news message.
7. A good buffer begins with an apology.
8. The buffer for a bad-news message is long and drawn out so that the bad news can be put
off as possible.
9. When presenting bad news, it is important to say why you have reached the decision
before you say what the decision is.
10. Even when you are presenting bad news, you try to explain how your decision will
ultimately benefit the reader.
11. It is a good idea to use "company policy" as a cushion when presenting reasons for bad
news.
12. Words that should not appear in a bad-news letter include unfortunately, regret, and
inconvenience, because they're negative and counterproductive.
13. Sometimes the "you" attitude is best observed by avoiding the word you.
14. When turning down someone for a job, it is best to come right out and say, "You do not
meet our requirements."
15. You do not go into the specific reasons for bad news if those reasons are confidential,
excessively complicated, or purely negative.
Multiple Choice
1. A good way to make bad news less painful is to
o maximize the space devoted to it.
o say, "I trust our decision is satisfactory."
o avoid stating it and hope that the reader understands what you mean.
o de-emphasize it by burying it in the middle of a sentence or paragraph.
2. When rejecting a job applicant,you can soften the blow by
o focusing on the positive and only implying the bad news.
o mentioning the qualifications of the person who was hired.
o telling the applicant how many others he or she was competing against.
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apologizing for wasting the person's time.
When delivering bad news, wording such as "We must turn down," "Much as I would like
to," and "We cannot afford to"
o softens the blow by drawing attention away form reader and onto the sender.
o will impress the reader as being straightforward and forceful.
o Is likely to cause pain and anger in the reader.
o is unavoidable.
In the closing of a bad-news message, you
o encourage the person to write or call to discuss the situation further.
o build goodwill by ending on a positive note.
o ask for feedback on whether the decision is acceptable to the reader.
o express concern over possibly losing the reader's business.
Use the direct plan with a bad-news message if
o the message will have a great deal of personal impact on your audience.
o you want to make your point emphatically.
o an order is unfillable or portions of it must be back-ordered.
o you are refusing to make an adjustment on a claim.
When you use the direct plan for a bad-news message, you
o still need to include a buffer.
o have more room to discuss pertinent details.
o can get right to the point.
o can expect your audience to be offended.
Use the direct plan for a bad-news message to present and image of
o firmness and strength.
o caring and concern.
o flexibility.
o obsequiousness.
When notifying a customer that you can send only part of and order, the buffer
o gives the reason for the delay on the balance of the order.
o states the approximate period the customer will have to wait for a decision.
o contains the good news that part of the order is on it's way.
o does all of the above.
If your reader is unlikely to be deeply disappointed by your negative message, you could
use
o a lengthy buffer.
o a brief buffer.
o a humorous tone.
o a direct approach that omits the buffer.
In general, when you must decline a request, you should
o always use the direct plan.
o take the time to make your wording, tone, and format acceptable to readers.
o cite company policy as an explanation of your refusal.
o not offer future assistance, unless there is a potential sale involved.
When you are refusing and invitation or a request, you
o always use the indirect approach.
o always us the direct approach.
o consider your relationship with the reader.
o
3.
4.
5.
6.
7.
8.
9.
10.
11.
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use the direct approach when your denial is likely to disappoint the reader.
A woman returns a formal dress to your store. It is soilded and has a rip at the hem line,
but she says she is returning it unworn because it doesn't fit. How do you inform her of
your refusal to give her a refund?
o State that company policy prevents you form accepting the return but that if you
had anything to say about it you'd take it back, no question asked.
o Restate her complaint to let her know you understand it, explain as positively as
possible that you are unable to accept the return of damaged merchandise,and
recommend a seamstress who can fix the tear and alter the dress for her.
o Challenge the woman to try on the dress and prove that it doesn't fit.
o Use humor to soften the blow of your refusal.
To avoid being accused of defamation when you refuse an adjustment,
o make all refusals by phone instead of in writing.
o explain why you are making the refusal.
o consult your company's legal department or an attorney if you think a message
might have legal consequences.
o all of the above.
When you must deny an application for credits, you should
o offer hope for a more favorable outcome in the future, if the applicant's record
warrants it.
o never imply the possibility of a more favorable outcome in the future.
o never state explicit reasons for your decision.
o also be wary of the applicant's cash business.
When giving your reasons for denying business credit, you point out
o that your company can't afford to take on bad risks.
o the benefits of continued dealings on a cash basis untill the firm reestablishes its
creditworthiness.
o that it's not your fault that the credit was denied.
o
12.
13.
14.
15.
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CHAPTER 11 EXERCISES
True/False
1. Persuasion can be defined as asking somebody to do something.
2. Even though people may have different needs, they will respond to a given message in
much the same way.
3. To devise an effective persuasive message, you need to analyze audience members and
then appeal to their needs.
4. To assess individual needs, specific information such as demographics and
psychographics can be helpful.
5. Because persuasion is the same across all cultures, you don't need to pay special
attention to an audience's cultural expectations and practices when formulating your
message.
6. One of the best ways to gain credibility for your message is to support it with objective
evidence.
7. Abstract concepts such as freedom, prestige, or success can be used to enhance the
emotional content of persuasive messages.
8. The term AIDA refers to a computer program used to compose persuasive messages.
9. In the attention phase of a persuasive letter, you tell the audience what is in the message
for them.
10. The interest section of a persuasive letter provides details on how the message is related
to the audience.
11. The purpose of the desire section of a persuasive letter is to convince readers that they
really need to take the action that the message urges.
12. All persuasive messages end with a section that urges specific action.
13. When making a persuasive request, you can offer no benefits to the reader and thus must
appeal to his or her altruistic tendencies.
14. When soliciting funds or help from someone, it is acceptable to use flattery, especially if it
is sincere.
15. When requesting help from someone, make the appeal as general as possible, such as
"Please do everything you can to help."
Multiple Choice
1. You run the risk of serious legal problems if, in a sales letter, you
o make a false statement.
o use a testimonial from an "expert" who isn't really one.
o use a person's name or photo without obtaining permission from him or her.
o do any of the above.
2. Which of the following would be considered a selling point of a car phone?
o status
o safety
o portability
o none of the above
3. As you consider the benefits of your product, in your sales letter you will ultimately want to
101
pick out three or four to call attention to.
single out one benefit that will become the hallmark of your campaign.
mention as many benefits as possible.
choose one direct benefit and one indirect benefit.
Which of the following is not one of the tried-and-true attention-getting devices used in
sales letters?
o offering a free sample of the product
o insulting the reader
o posing a provocative question
o suggesting a solution to a problem
Asking "What does the competition offer?" "What is special about my product?" and "What
are potential buyers really looking for?" helps you determine
o which tried-and-true attention-getter to use.
o your product's central selling point.
o the price for your product.
o which type of mailing list to use.
If the audience for your sales letter promoting a new security system is made up of affluent
suburbanites, the consumer benefit you would most want to emphasize in your letter is
o the reliability of the system when protecting the consumer's property.
o the low cost.
o the utilitarian appearance of the device.
o easy, do-it-yourself installation.
Which of the following would be the best wording in a sales letter?
o "The NuForm desk chair is so comfortable that you won't want to go home from
work."
o "The NuForm desk chair is designed to give your lower back the ultimate in
support and to relieve pressure on your legs as well."
o "The NuForm desk chair supports your lower back and relieves pressure on your
legs."
o "The incredibly handsome NuForm desk chair is functional as well as impressive;
it provides a great deal of lower back support."
If price is one of your strong selling points, you
o mention special offers, such as volume discounts, before actually stating the price.
o compare the price to the cost of some other product or activity ("this exercise
equipment costs less than a health club membership").
o break the total price into smaller units ("just six easy payments of $19.95 each will
bring you this lovely collector's item").
o emphasize it in the opening of the sales letter.
In a sales letter, product claims are
o supported primarily by testimonials from satisfied customers.
o supported primarily by statistics from scientific studies of the product.
o supported primarily by background information on the company selling the
product.
o supported by as much information as possible, of many different types.
A deadly mistake in writing fundraising letters is to assume that
o the goals of your organization are more important than your readers' concerns.
o these kinds of letters depend heavily on emotional appeals.
o
o
o
o
4.
5.
6.
7.
8.
9.
10.
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people will respond well to slice-of-life stories.
none of the above.
11. The best fundraising letters accomplish several things, including
o spelling out exactly what kind of help is being requested.
o avoiding simple or warm language.
o de-emphasizing the urgency of the request so that readers do not feel harassed.
o stressing the benefits the organization hopes to realize, thanks to the reader's
help.
12. Conscientious customers who have not paid their bills are likely to be
o away on vacation.
o embarrassed bout past-due accounts.
o very responsive to a one-time aggressive request for prompt payment.
o none of the above.
13. When preparing collection letters, you emphasize
o
o
the benefits of complying with your request for payment.
your power to force the customer to comply.
that the person's friends and relatives will be asked to help pay the debt if payment
is not forthcoming.
o all of the above.
14. The typical collection series begins with
o an inquiry.
o a reminder.
o a notification.
o an urgent notice.
15. If a customer has not responded to your notification of a payment due, the next step is to
send
o an urgent notice.
o a reminder.
o an inquiry.
o an ultimatum.
16. In an ultimatum to a debtor,
o you can drop the kid gloves and become abusive.
o you threaten a lawsuit, even if you don't intend to sue.
o you encourage the debtor to explain why it is taking him or her so long to respond
to your collection letters.
o you state the exact consequences of nonpayment.
o
o
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CHAPTER 12 EXERCISES
True/False
1. A business report is any factual, objective document that communicates information about
some aspect of business.
2. Reports are essentially a management tool.
3. When developing a report, you have only one goal--to make the information clear.
4. When writing a report, you should tailor the content to include only those facts that support
your theories or that you personally find interesting.
5. When writing a voluntary (as opposed to an authorized) report, you need to provide more
background on the subject and explain your purpose more carefully.
6. The subject of a business report affects its vocabulary and format.
7. Even if the intended reader of a report is very familiar with the subject, the writer needs to
define terms and explain basic concepts.
8. External reports of fewer than ten pages should usually be done in memo format.
9. Informational reports are usually organized to highlight conclusions, recommendations, or
reasons.
10. Electronic reports fall into two basic categories.
11. A new class of software known as "report writers' actually creates business reports for you.
12. Electronic reports offer several advantages over paper reports, including cost and space
savings and faster distribution.
13. Electronic reports, unlike paper reports, cannot be tampered with.
14. In general, the more routine the report, the less flexibility you have in deciding format and
length.
15. If a report to an outsider is five or fewer pages long, it can be presented in letter format.
16. Reports done in memo form should not include subheadings or visual aids.
17. Short reports are more common in business than long ones.
18. All effective reports contain a mix of broad concepts and specific detail.
19. When you expect your audience to be receptive, use the indirect approach to organize
your business report.
20. Using the indirect approach makes for a more forceful report that is particularly convenient
to readers.
21. The longer the report, the less effective the indirect approach is likely to be.
22. An indirect argument is harder to follow than a direct argument.
23. The direct and indirect approaches should never be combined in a business report.
24. A primary concern when preparing informational reports is the readers' emotional reaction
to the content.
25. In an analytical report, facts are a means to an end rather than an end in themselves.
26. Because readers often respond emotionally to informational reports,you should present
your material in the most indirect fashion possible.
27. A memo summarizing an employee's trip to a trade show would be an example of a
personal activity report.
28. Analytical reports are primarily intended to educate readers.
29. The indirect approach should always be used for analytical reports.
30. A justification report is an internal report designed to persuade top management to
approve a proposed investment or project.
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31. A good organization for a justification report would be one built around recommendations.
32. All analytical reports are best organized around recommendations or conclusions.
33. A business plan documents an organization's overall goals and the operational methods it
will use to reach those goals.
34. One good way to organize a troubleshooting report is around a list of reasons that
gradually build toward your conclusions and recommendations.
35. Using I and you gives a report a more informal tone.
36. To guarantee the objectivity of your report, use a formal style of writing.
37. Most organizations expect business reports to be written in an unobtrusive, impersonal
style.
38. The opening should provide readers with clues to the structure of a report.
39. If one main heading in a report is a noun phrase, all such headings should be noun
phrases.
40. Transitional words and phrases can make a poorly organized report seem logically and
clearly written.
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CHAPTER 13 EXERCISES
Multiple Choice
1. The first step in the report-writing process is to
o develop an outline.
o prepare a work plan.
o define the problem.
o conduct research.
2. Which of the following is the least clear statement of purpose?
o "The purpose of this report is to determine which of four alternative investments
will have the highest return."
o "The purpose of this report is to analyze various investments."
o "This report answers the question, 'Which of four investments will provide the
highest return?'"
o "This report answers the question, 'Which of four investments will provide the
highest return?'"
o "This report will evaluate the return on four investments."
3. When you factor a problem, you
o develop a schedule for you research.
o limit the scope of your investigation.
o develop alternative hypotheses.
o break the problem into a series of questions.
4. A study of a process would best be structured
o in order of importance.
o sequentially.
o spatially.
o categorically.
5. An analytical study would most likely be organized
o according to the problem-solving method used.
o chronologically.
o sequentially.
o spatially.
6. You may not need a detailed preliminary outline if
o several other people are working on the assignment.
o the investigation will be extensive.
o the assignment might be revised during the investigation.
o the report will be short and informal.
7. The headings in an outline should always be
o in descriptive form.
o in parallel form.
o in topical form.
o complete statements.
8. Which of the following is an example of a descriptive outline caption?
o What is the Nature of the Industry?
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Flour Milling Is a Mature Industry
the Flour Milling Industry
Sales Growth in the Industry is Slow
which of the following is not one of the basic rules for dividing an idea into component
parts?
o choose a significant basis for the division.
o Make certain your subdivisions are mutually exclusive.
o Deal with only one basis of subdivision at a time.
o Be sure to list no more than three or four components of a whole.
Once you've defined the problem and prepared an outline, you can
o establish a work plan.
o conduct secondary research.
o conduct primary research.
o determine preliminary conclusions and recommendations.
The value of your report depends most strongly on
o the number of sources you have consulted.
o the depth to which you have covered the topic.
o the quality of the information on which the report is based.
o the importance of the research.
An example of a secondary research source for a report about whether to publish a
company newsletter would be
o interviews with editors of newsletters at other companies.
o an estimate from a printer on what it would cost to print a newsletter.
o a magazine article on the pros and cons of company newsletters.
o a survey of employees to determine their interest in a newsletter.
Which of the following would not be a good secondary research source?
o The Wall Street Journal
o the U.S. government's Statistical Abstracts
o a rival company's annual report
o The National Enquirer
Which of these documents would not usually qualify as primary research?
o a sales report from a company rep
o the most recent issue of a trade magazine in your industry
o correspondence with a particular customer
o your company's latest balance sheet
Using formal observation to obtain data is
o too subjective to be useful in business research.
o useful primarily for studies in which variables can be manipulated.
o usually more reliable than other research methods.
o useful for studying physical activities, the environment, or human behavior.
Survey results are considered reliable when
o similar results would be obtained if the survey were repeated.
o a representative group of people has been surveyed.
o the research measures what it was intended to measure.
o the phrasing of the questions is unbiased.
Survey results are considered valid when
o similar results would be obtained if the survey were repeated.
o
o
o
9.
10.
11.
12.
13.
14.
15.
16.
17.
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a representative group of people has been surveyed.
the research measures what it was intended to measure.
the phrasing of the questions is unbiased.
People are more likely to respond to a questionnaire if
o they can complete it within 10 or 15 minutes.
o you allow them plenty of time to research their answers.
o the questions are open ended.
o all of the above criteria are met.
To help obtain valid results from a questionnaire, you
o ask mostly compound questions.
o use abstract terminology.
o include questions that lead to the particular answers you are seeking.
o formulate questions for which answers can be easily tabulated or analyzed.
If you wanted to find out how a particular change in working conditions would affect worker
production, the most objective approach to follow would be to
o ask workers to complete a survey.
o conduct an experiment.
o analyze existing production documents.
o interview representative workers.
The most commonly used average is the
o mean.
o median.
o mode.
o correlation.
What would be the median for the following set of monthly salaries: $1,200; $1,200;
$1,300; $1,500; $1,700; $2,000; $2,800?
o $1,200
o $1,500
o $1,671.43
o $1,700
In a particular set of figures or data, the number that occurs most often is called the
o mean.
o median.
o mode.
o correlation.
The range of a set of numbers is
o the change in the numbers over time.
o the spread from lowest to highest.
o the extent to which they are related.
o another term for the average.
Trend analysis involves
o examining data over time to detect patterns and relationships.
o examining the statistical relationship that exists between two or more variables.
o calculating the mean, median, mode, and range for a set of data.
o all of the above.
Once you have identified a trend, you
o need to draw conclusions and make recommendations.
o
o
o
18.
19.
20.
21.
22.
23.
24.
25.
26.
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need to make a positive correlation between variables.
need to prove a cause-and-effect relationship.
need to establish cause.
If you find that Gary Harper consistently sells the most electronic keyboards in your music
store, you can conclude that
o he is your best salesperson.
o he knows more about electronic keyboards than any other salesperson.
o he is more aggressive than the other salespeople.
o none of the above is necessarily true.
When drawing conclusions for a report, you
o never allow subjective judgments to have an influence.
o avoid reaching a compromise with other members of your team.
o suggest actions for the company to take (on the basis of the facts you have
collected).
o interpret the meaning of the facts you have gathered.
Conclusions differ from recommendations in that conclusions
o are opinions or interpretations.
o are objective.
o are acceptable to readers.
o suggest what ought to be done about the facts.
The recommendations made in a report should be
o the same as the conclusions.
o opinions or interpretations.
o what the audience wants to hear.
o practical and acceptable to the readers.
o
o
o
27.
28.
29.
30.
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CHAPTER 14 EXERCISES
True/False
1. Traditionally, the approach to producing the final version of a formal report involved a team
effort.
2. Organizations that produce many reports and proposals usually favor single authorship as
opposed to collaborative writing.
3. If you draft your report on a personal computer, you may find it more difficult to handle the
mechanical aspects of report preparation.
4. No matter how well you write a report, you won't always get the response you want and in
fact may get no response at all.
5. The more formal a report, the greater number of components it usually contains.
6. What distinguishes formal from informal reports is the more personal tone of formal
reports.
7. Because they fall at the beginning of a report, the prefatory parts are usually written first.
8. A report title always starts with "A Study of" or "A Report on."
9. It is acceptable for the title page to serve as the report cover.
10. The letter of acceptance is the reply to the letter of authorization.
11. The letter of transmittal says what you would say if you were handing the report directly to
someone.
12. The letter of transmittal should use the indirect approach, especially if the report is an
analytical one.
13. If a report does not have a synopsis, the letter of transmittal can be used to summarize the
major findings, conclusions, and recommendations.
14. The table of contents includes all levels of headings for the report.
15. A synopsis of a 15-page report is at least two pages long.
16. For a skeptical or hostile audience, you use an informative synopsis instead of a
descriptive one.
17. A synopsis is generally more comprehensive than an executive summary.
18. Unlike a synopsis, an executive summary may contain headings and visual aids.
19. Many reports, especially short ones, do not require a synopsis or an executive summary.
20. Headings should be used sparingly in formal reports because they break up the flow of the
narrative.
21. An introduction is never longer than a paragraph or two.
MULTIPLE CHOICE
1. One way to reinforce the message in the body of a report is to
o use heavier weight paper.
o use supplementary parts.
o use preview and review statements.
o use factoring.
2. Which of the following is not a topic that would be covered in the introduction to a report?
110
the scope of the report.
definitions of terms used in the report.
sources and methods used in preparing the report.
the "proof" supporting the report's conclusions and recommendations.
The introduction to a formal report
o falls between the title page and the table of contents.
o is the same thing as the synopsis.
o includes information that will help readers understand and accept the report.
o does all of the above.
The detailed information necessary to support your conclusions and recommendations
should be placed in
o the prefatory parts of a report.
o the body of a report.
o the appendix of a report.
o the supplementary parts of a report.
The key findings of a report are stated in the
o summary.
o conclusions.
o recommendations.
o notes.
Which of the following statements is a conclusion?
o "Because the market for airplane parts is declining, Allied Industries should sell off
its Turbo-Prop Inc. holdings by August 1999.
o "The number of commercial airliners manufactured has declined 75 percent since
1982; the production of private planes has decreased 86 percent during the same
period."
o "The significant decline in production of both commercial and private aircraft
during the 1980s and 1990s does not bode well for investment in general aviation
and its allied services."
o "After reviewing all the data on current trends in general aviation, I believe that
Allied Industries should (1) hire a consultant more versed in the intricacies of this
complex business, and (2) have the consultant make recommendations
concerning the consolidation of our various general aviation holdings."
The recommendations in a report
o consist of the report's key findings.
o are the writer's analysis of what the findings mean.
o spell out exactly what should happen next.
o are the answers to the questions that led to the report.
When you have consulted various sources to gather information for your report, you
o need not give credit unless you quote directly from them.
o should handle references as conveniently and inconspicuously as possible.
o should include the note "References available upon request."
o should write for permission to use all these sources as references.
If you have a great deal of statistical information to summarize, it would be best to
o use a table.
o use a pie chart.
o use a diagram.
o
o
o
o
3.
4.
5.
6.
7.
8.
9.
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put it all in the main body of the report.
When preparing a table, keep in mind
o that a table with many columns can be turned sideways to fit on one page.
o that some tabular material can be presented within the text without having to be
set apart as a formal table.
o that all items in a column are expressed in the same units.
o all of the above.
The best type of visual aid for showing trends over time is
o a table.
o a pie chart.
o a line chart.
o an organization chart.
A surface chart is
o a type of three-dimensional pie chart.
o a form of line chart in which all the lines add up to the top line.
o a type of map showing various terrains.
o used to show interrelationships within an organization.
A bar chart would be particularly useful for
o summarizing the salaries of presidents at 20 corporations from 1995 to 1998.
o comparing market shares of three breakfast cereals from 1995 to 1998.
o showing the stages in production of a jet engine.
o depicting the proportion of advertising dollars spent on various major media.
The best way to illustrate the composition of a whole is with a
o pie chart.
o line chart.
o bar chart.
o flow chart.
When preparing a pie chart, you
o limit the number of slices to no more than seven.
o place the largest segment at the 12 o'clock position.
o make sure the segments add up to 100 percent.
o do all of the above.
Flow charts are used to
o summarize large amounts of statistical data.
o show the relative sizes of the parts of a whole.
o show how something looks or operates.
o illustrate processes and procedures.
If you want both to control the amount of detail and to focus the reader's attention on
particular parts or places in an illustration, you should use
o a pie chart.
o a photograph.
o a drawing.
o text only.
The prefatory material for a proposal is different from that for a formal report in that
o it includes a copy of the RFP.
o no letter of transmittal is included.
o no title page is needed.
o
10.
11.
12.
13.
14.
15.
16.
17.
18.
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both a synopsis and an executive summary are included.
19. The body of a proposal is different from the body of a formal report in that
o there is no need to include visual aids.
o it includes less detail.
o there is no need for an introduction.
o it contains a work plan and a statement of qualifications.
o
113
CHAPTER 15 EXERCISES
True/False
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
A resume is a form of advertising designed to help you get an interview.
If you need to make corrections on your resume, write them in neatly by hand.
As a rule, you should try to limit your resume to one page.
The purpose of a resume is to list all your skills and abilities.
Your resume probably has less than 10 seconds to make an impression.
When given your background and qualifications on a resume, you should always use
complete sentences.
If you plan to include a career objective in your resume, you should make it as vague as
possible to keep from limiting your prospects.
The education section of your resume, you should include any relevant seminars or
workshops you have attended.
In the work experience section of your resume, you should leave out any jobs that do not
relate directly to your career objective.
It is inappropriate to mention community activities or volunteer work on a resume.
If you have any kind of physical disability, you are required by law to include it on your
resume.
When choosing people to use as references, list relatives and friends first, since they know
you best.
An application letter should follow the format for a persuasive message.
Unsolicited application letters are those sent in response to want ads for job openings.
In the middle part of an application letter, you should spell out your key qualifications for
the specific job you are applying for.
An application letter is simply a recap of your resume.
To ensure that an employer will respond to your application letter, you should always
enclose a preaddressed stamped envelope.
If your application letter and resume fail to bring a response within a month or so, you can
assume that the company is not interested and cross it off your list.
Multiple Choice
19. The purpose of a resume is to (A) induce the reader to hire you. (B) list all your skills and
abilities. (C) get you an interview. (D) take the place of an application letter.
20. The only thing that should accompany your resume is (A) letters of recommendation. (B)
samples of your work. (C) the letter of application. (D)your academic transcripts.
21. Whether solicited or unsolicited, a letter of application should (A) be general enough to
apply to any employer. (B) have an opening that stresses the "you" attitude and indicates
how the applicant can serve the employer. (C) be open-ended and vague about the
specific job being applied for in case there are other kinds of openings at the company. (D)
all of the above.
22. In the middle section of a job application letter you should (A) summarize your
qualifications that are directly related to the job and provide specific evidence of job-related
qualities. (B) give your complete work history, just in case the employer doesn't read your
114
resume. (C) mention any ways in which you do not meet the job qualifications but point out
that you are willing to learn. (D) do all of the above.
23. In the closing paragraph of your application letter, you should (A) thank the reader for
taking the time to read your resume. (B) apologize for your lack of experience. (C) ask for
an interview and make the interview easy to arrange. (D) introduce the subject of salary.
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CHAPTER 16 EXERCISES
Write a five page report, presenting your comprehension regarding “Interviewing for Employment
and Following up”
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